Name: James Ashaley Kotey

LEADING EDUCATIONAL CHANGE AND IMPROVEMENT

1. Strategies identified From the Case Study

According to the findings of a number of studies (Adeyemi-Bello, 2001), the progression of

one's leadership abilities does not have to be directly proportional to a certain role, function,

status, or length of experience. According to the findings of the case study, the purpose of

headteachers is to boost the professional self-confidence and voice of teachers, as well as to

collaborate in order to express and put values and purposes into action. This includes providing

inputs, programmes, and frameworks, as well as supporting teachers in incorporating

contemporary theory and practise. In order to accomplish this goal, the educational collaboration

inside the school devised a strategic plan for leadership development as a response to the

programmes that were defined by the organisation. Newly Qualified Teachers had access to help

through a bespoke curriculum for a number of years before the NCSL was established (NQTs).

The programme emphasised self-reflection, conversation with other students in the major, as

well as research into the standard operating procedures of the profession. The focus of both the

group sessions and the individual support is decided upon following an evaluation of each

person's unique professional requirements, which is carried out in conjunction with their

Induction Tutors and their Higher Education Tutors. In order to make the most of the experience

that is offered by network schools, newly qualified teachers participate in classroom observations

at a variety of schools across the network. In addition to this, they collaborated with

representatives from higher education and induction tutors to conduct an analysis of the

professional requirements of each individual. The NQTs were required to observe classroom

practise at different schools within the network as another one of the LEA's requirements. This
was done so that the NQTs could benefit from the expertise that was provided by the network

schools.

In addition, seminar sessions that provided support for the inquiry process and included subjects

such as how to be an effective subject leader, how to effectively manage time and stress, and

how to bring about change in the workplace were organised. Again, because headteachers had

the objective of making their meetings more focused on development, when they entered the first

year of the NCSL funding, they began a programme that they called the "Collaborative

Leadership Learning (CLL) programme." This was done because they wanted to make their

meetings more productive (NCSL, 2005). They did this by discussing their responsibilities and

ideals in relation to school and network priorities, as well as their own personal principles, using

contemporary articles and "think pieces" as a means of communication.

The headteachers of each individual educational institution then constructed a self-evaluation

measure that was based on a pre-existing format in order to assist with the investigation of shared

leadership techniques used in each institution. In schools, there was a more in-depth conversation

about evidence, learning, and leadership as a consequence of the trusting dialogue that took place

during school visits and the critical exchange of ideas that took place among participants in the

survey instruments. Email was used to disseminate various strategies, such as a protocol for

visits on sites and a self-evaluation questionnaire, in order to make it possible for these tools to

be modified for use in the classroom. Because the group's focus was on accountability, they

encouraged and promoted its wider adoption rather than exerting pressure on those who are

already using them. This was done because the accountability was the primary concern.

Benefiting from the group's generosity are principals and vice principals who are unable to

participate in the activities of the group or who were unable to attend certain sessions.
2. Educational changes can have an impact on the leadership skills of future generation
Ans:
For continuous improvement, all organisations demand constant change and innovation. The

concept of educational change is somewhat all-encompassing, as it can relate to the shifting

paradigms that occur within education as well as the efforts that are made to reform education.

The former is frequently included in the latter, given that the majority of changes implemented in

the sphere of education are started for the purpose of making the institution better. In a similar

vein, altering viewpoints in the field of education are typically the result of becoming aware of

new ideas and new requirements. Educational change refers to the efforts that have been made to

adjust to those new concepts and suit those needs.

According to the findings of a study that was carried out by Robert Marzano, an educational

researcher, there are two different types of educational change. Any change at the surface level

that occurs as a direct result of the introduction of novel concepts is referred to as first-order

change. At this level of change, both the response and the new concepts need to be compatible

with the conceptual framework that is already used in education. In the event that it does not, the

proposed modification will be rejected in favour of the continuation of the previously established

framework. This change is only approved if it is compatible with the standards that are currently

in place, therefore it does not drive reform. What is meant by the term "second-order change" is

anything that more closely reflects true reform and change within the field. It is concerned with

the established standards and the existing conceptual framework, but it works with those

standards to effect change rather than attempting to alter the established standards themselves.
The existing paradigm is a component of the process of change; nevertheless, compatibility with

it does not indicate whether or not the change will be successful.

According to the conclusions of Marzano's research, second-order change is the change that is

more meaningful and genuine, and failed reform is typically the result of an inability to handle

second-order change.

According to Shen (2008) educational changes are frequently viewed as challenging because of

the nature of the skills, knowledge and attitudes of people involved, as well as the manner in

which they are conveyed in action. Human resources, teaching methods, finances, and lost

potential all play a role in educational reform. Change and innovation are difficult and time-

consuming processes. Any historical advancement is the product of change and innovation; thus,

I do agree that educational changes can have an impact on the leadership skills of future

generation. This assertion is based on varied reasons.

To begin, changes in the educational system have the potential to generate the next generation of

constructive leaders. On the other hand, we regularly admit, educate, and evaluate students as if

the aim were to construct static stockpiles of information. Leadership is the art of motivating,

persuading, and directing individuals to work in order to achieve the goals of a team or a larger

organisation through educational changes. This can be done in order to meet the needs of a

specific group or of a broader institution. By reimagining the learning experience and fostering

leadership in students, reforms to education have the potential to develop leaders capable of

moving beyond platitudes to really produce a new generation of educated and engaged citizens.

To assume a position of leadership in this area through the implementation of educational

reforms, there is no time like the present. Because students' minds are prepared via education to

become individuals who can solve problems in our society, education is essential. It is essential
for students to have leadership opportunities throughout their schooling in order for them to be

able to learn the ability of cultivating connections within teams, recognising personalities, and

efficiently carrying out their responsibilities in the future. Students are able to learn how to

recognise and demonstrate effective communication and interpersonal skills, which is another

benefit of the course. Based on the notion that teachers play a crucial role in leading change,

Durrant et al. (2004) proposes a set of essential variables that are required for school

development. These factors are outlined in the following paragraphs. This includes having a

clear focus, having proof, working together as a team, having trust in one another, having

discussion, and having leadership.

References

Shen, Y. (2008) ‘The Effect of Changes and Innovation on Educational Improvement’,

International Education Studies, 1(3), pp. 73–77. doi: 10.5539/ies.v1n3p73.