PONTIFICAL CATHOLIC UNIVERSITY OF PUERTO RICO COLLEGE OF EDUCATION GRADUATE SCHOOL OF EDUCATION MASTER'S PROGRAM IN EDUCATIONAL MANAGEMENT AND LEADERSHIP Course Title: Seminar on Management and Leadership II (original) (raw)

Pedagogic Leadership: Refocusing on Learning and Teaching, 9(2)

Iejll International Electronic Journal For Leadership in Learning, 2005

This paper critiques instructional leadership and the notion of pedagogic leadership is proposed as an alternative, broader conception of the principalship. Pedagogy concerns enabling the learning and intellectual growth of students in contrast to instruction that treats students as the object of curriculum implementation. Successful classroom pedagogy requires that teachers understand how students learn and have the autonomy to design, implement and assess educational activities that meet the needs of individual and all students. Pedagogic leadership is predicated on informed teacher practice and reflection. Teachers are empowered to exercise professional responsibility and supportive judgements by principals who are pedagogic leaders. The pedagogic leader demonstrates credible knowledge of learning and teaching in conjunction with knowledge of the processes for improving school-wide learning.

Pedagogical Leadership in the Educational Management of Peruvian Educational Institutions

International Journal of Professional Business Review

Purpose: determine the relationship of pedagogical leadership and educational management considering a primary level educational institution. Theoretical framework: The literature has reported good findings on pedagogical leadership independently from educational management, which is one of the reasons why it was decided to investigate both categories. Design/methodology/approach: Under an exploratory and basic study, with a qualitative, relational approach, the bibliographic analysis was performed, using a documentary guide. Findings: After reviewing and analyzing the articles published in Scopus and other academic platforms, it was shown that pedagogical leadership and educational management maintain a very significant relationship, since by having certain skills of managers, teachers and administrative staff, educational management will be adequate, allowing to improve the results in educational institutions. Research, Practical & Social implications: It is suggested th...

Pedagogic Leadership: Refocusing on Learning and Teaching

2005

This paper critiques instructional leadership and the notion of pedagogic leadership is proposed as an alternative, broader conception of the principalship. Pedagogy concerns enabling the learning and intellectual growth of students in contrast to instruction that treats students as the object of curriculum implementation. Successful classroom pedagogy requires that teachers understand how students learn and have the autonomy to design, implement and assess educational activities that meet the needs of individual and all students. Pedagogic leadership is predicated on informed teacher practice and reflection. Teachers are empowered to exercise professional responsibility and supportive judgements by principals who are pedagogic leaders. The pedagogic leader demonstrates credible knowledge of learning and teaching in conjunction with knowledge of the processes for improving school-wide learning. van Manen, M. (1999). The language of pedagogy and the primacy of student experience. In J. Loughran (Ed.), Researching teaching: Methodologies and practices for understanding pedagogy (pp.13-27). London: Falmer.

The Theory of Pedagogical Leadership: Enhancing High-Quality Education

Educational governance research, 2023

In this chapter, we introduce the pedagogical leadership theory of Finnish scholars Fonsén and Lahtero and provide ideas and tools to enhance understanding about the foundation of pedagogical leadership in the background of high-quality comprehensive education and early childhood education. Dimensions that influence the success of pedagogical leadership are Value, Context, Organisational culture, Professionalism and Management of substance. From the viewpoint of the principal's work, it is also essential to examine one of the organisational culture's sub-cultures, leadership culture. The work of principal constitutes many tasks and duties, which can be defined as the indirect and direct pedagogical leadership using the idea of the broad-based pedagogical leadership. The four aspects of human capital that leaders need for pedagogical leadership are: The dimensions of increased knowledge, awareness of the quality of the implemented pedagogy, Skills to lead development, and Ability to argue for pedagogy. In addition, we introduce Leadership competence model for leading pedagogy and curriculum implementation, and model for early childhood education teachers' professional development towards pedagogical leadership.

2005 IEJLL Pedagogic Leadership: Refocusing on Learning and Teaching Pedagogic Leadership: Refocusing on Learning and Teaching

This paper critiques instructional leadership and the notion of pedagogic leadership is proposed as an alternative, broader conception of the principalship. Pedagogy concerns enabling the learning and intellectual growth of students in contrast to instruction that treats students as the object of curriculum implementation. Successful classroom pedagogy requires that teachers understand how students learn and have the autonomy to design, implement and assess educational activities that meet the needs of individual and all students. Pedagogic leadership is predicated on informed teacher practice and reflection. Teachers are empowered to exercise professional responsibility and supportive judgements by principals who are pedagogic leaders. The pedagogic leader demonstrates credible knowledge of learning and teaching in conjunction with knowledge of the processes for improving school-wide learning.

2004 AERA San Diego The principalship and pedagogic leadership

This paper critiques instructional leadership and the notion of pedagogic leadership is proposed as an alternative conception of the principalship. Pedagogy concerns enabling the learning and intellectual growth of students in contrast to instruction that treats students as the object of curriculum implementation. Successful classroom pedagogy requires that teachers understand how students learn and have the autonomy to design, implement and assess educational activities that meet the needs of individual and all students. Pedagogic leadership is predicated on informed teacher practice and reflection. Teachers are empowered to exercise professional responsibility and discretion by principals who are pedagogical leaders. Their leadership demonstrates credible knowledge of learning and teaching in conjunction with knowledge of the processes for improving school-wide learning.

The School Principal as an Educational Leader

Konteksty pedagogiczne, 2020

The article focuses on the educational leadership of the school principal. This issue is particularly important in an era of intense changes in the world that create new challenges that modern schools must face. The currently observed social, economic and cultural phenomena and processes affect new expectations towards the teacher, related to their openness to these changes and the readiness to face them. This will only be possible under appropriate conditions created by the school principal, whose roles and tasks have also evolved. The main direction of these changes is the transition from the administrative management of the school-institution to the model of the principal as an educational leader. The process of educational leadership is particularly important in school practice, where the main task is to create conditions for the development and operation of teachers and build the culture of a learning organization.

Lesson one: Leadership and Management in Education Leadership Vs Management

The concepts of leadership, management and administration overlap and have been accorded different emphases over time and in different contexts. Their usage varies across countries and professional cultures. In English speaking countries such as Australia, Canada, New Zealand, the UK and the US, the role of leader is seen as of prime importance in raising standards and promoting school improvement, but this is not so in other countries, for example the Netherlands and Scandinavian countries. This difference in emphasis reflects variations in the functioning of education systems and their historical, national and regional policy contexts that will exert different degrees of influence on institutions' work and therefore on the role of leaders in schools. The distinction between the focus or concerns of organizational leadership and management has been summarized as follows: In another way, the term leadership and management can be combined as below: I. Leadership in Education Leadership in Education refers to School leadership, which is the process of enlisting and guiding the talents and energies of teachers, pupils, and parents toward achieving common educational aims. This term is often used synonymously with Educational Leadership in the United States and has supplanted educational management in the United Kingdom. Several universities in the United States offer graduate degrees in educational leadership. Certain obstacles of educational leadership can be overcome. A self-assessment technique can help examine equity and justice that affects student diversity, especially with selection of candidates. The definition of school leaders guiding the OECD (The Organization for Economic Cooperation and Development) activity suggests that effective school leadership may not reside exclusively in formal positions but may instead be distributed across a number of individuals in the school. Principals, deputy and assistant principals, leadership teams, school governing boards and other school-level professional personnel can contribute as leaders to the goal of learning-centered schooling. The precise distribution of these leadership contributions can vary depending on factors such as governance and management structure, levels of autonomy and accountability, school size and complexity and levels of student performance.