Brian J. Caldwell

Beyond the Self-Managing School

The broad approach of local management of schools or self-managing schools is now widely accepted. In Britain, there is even consensus between the three major political parties that the approach should be continued and extended. A key issue, though, is what comes next for self- managing schools? Drawing on their work and experience in research consultancy, Caldwell and Spinks examine the way in which education is changing, and outline what is desirable and workable for schools today, with clear guidelines for policy-makers and practitioners. The focus is specifically on the school, the classroom, the student, and the future of learning in society. Practitioners will find this book immediately accessible and useful.

Strategic Leadership, Resource Management and Effective School Reform.

This paper is concerned with the impact of school reform on the professional culture of the principalship, drawing on findings from several research projects from 1993 to 1998. The focus is the schools of the future reform in Victoria, Australia. Despite several dysfunctions, some unfulfilled expectations and intensification of work, a large majority of principals would not wish to return to previous arrangements. Case studies reveal that principals play an important role in helping to link the structural aspects of reform to learning and teaching. Leadership is strategic and empowering more than it is heroic or “hands on”.

The Principal as Leader of the Self‐managing School in Australia

Briefly outlines the scope and pace of change in education in Australia which is extraordinary and, for many, disconcerting if not dislocating – there is virtually no aspect of the field that has not been touched by reform over the last decade, whether it be the processes of policy making among the different levels of government, or the structures within which public education is administered, or the roles of leaders such as school principals. Briefly contrasts the emerging and traditional roles, then offers an outline of the broad context for education. Details the factors which are influencing change in education, with a description in each instance of the manner in which these are affecting the role of the principal. Describes scenarios for schooling as the nation moves towards the twenty‐first century, with a further shift towards a market model foreshadowed. Proposes four dimensions for leadership on the part of the principal.

Leadership and Organisational Learning in the Quest for World Class Schools.

Reports on a study in a system of public education that is widely believed to be at the forefront of efforts to create world class schools. The aim of the study, thought to be the first of its kind, was to determine the extent to which five disciplines in the Senge model of a learning organisation are apparent in management practices of schools within the system. Concludes that Senge’s model of a learning organisation provides a helpful template for conceptualising progress towards world class schools. Implications for leadership are identified as an avenue through which to energise the quest for world class schools.

Reconceptualizing the Self-managing School

Contrary to the claims of its critics, the introduction of self-managing schools under the ERA and its counterpart in other countries did not lead to the privatization of public education. Self-managing schools have been one manifestation of a general trend to decentralization in public education in many countries since the late 1960s. The practice was introduced for a range of reasons but much of the heat from often contentious debates about its efficacy was dissipated in the early years of the 21st century as most governments and system authorities settled on the enhancement of learning as its primary purpose. A realistic assessment of impact suggests that the self-management of schools is an appropriate strategy given that each school contains a unique mix of needs, aptitudes and aspirations of students. A system-wide framework for self-management is important. Leaders in self-managing schools will need to be adept at drawing on all of the resources of the community to meet expectations, and these include intellectual capital, social capital, spiritual capital (broadly defined) as well as financial capital. The concept of self-management will continue to change as schools will continue to change.

Breakthroughs in School Leadership Development in Australia.

The quality of leadership and the effectiveness of schools to deliver an appropriate education through quality teaching have been ‘hot’ topics within education and more widely for several decades. This article provides a brief historical overview of developments in research and changing paradigms of Australian school leadership, followed by a discussion of current leadership development emphasis and provision and emerging concepts in the field such as leadership standards, capital formation in education and leadership in small schools. The article concludes by suggesting areas of policy and program development that may require further consideration.

A strategic view of efforts to lead the transformation of schools

The call for the transformation of schools has come at a time when fewer people are seeking the principalship. Some contend that it is rapidly becoming ‘mission impossible’. This paper presents a more optimistic view. Scenarios for the future of schools are canvassed. Knowledge management is critically important. Partnerships on an unprecedented scale are proposed. Strategies to build a capacity for leadership at all levels are outlined. Innovation must be balanced by abandonment. Illustrations are drawn from several nations, with particular reference to Australia. Sixteen recommendations are offered along with five strategies for immediate implementation at the school level.The call for the transformation of schools has come at a time when fewer people are seeking the principalship. Some contend that it is rapidly becoming ‘mission impossible’. This paper presents a more optimistic view. Scenarios for the future of schools are canvassed. Knowledge management is critically important. Partnerships on an unprecedented scale are proposed. Strategies to build a capacity for leadership at all levels are outlined. Innovation must be balanced by abandonment. Illustrations are drawn from several nations, with particular reference to Australia. Sixteen recommendations are offered along with five strategies for immediate implementation at the school level.

System Alignment as a Key Strategy in Building Capacity for School Transformation.

Purpose – The purpose of this paper is to review strategies to build capacity for school improvement in Australia. The focus is on public schools and strategies adopted for the system as a whole.Design/methodology/approach – This paper traces developments from a national perspective and makes a case for the key contemporary policy shift that has provided the platform for a new era of educational reform. Two contrasting case studies are described in order to demonstrate the pathways embarked on by a large jurisdiction, namely the State of Victoria, which has led the nation in terms of devolved decision‐making for public schools, and second, a much smaller jurisdiction, the Australian Capital Territory (ACT), which is introducing a range of reforms to give public schools much greater autonomy in order to achieve improved performance. The paper concludes with a “futures” view of how strategies may continue to evolve. Shifting the language from “improvement” to “transformation” is canvassed.Findings – It is c...

Market, Choice and Public Good in School Education

The view that the 1990s have seen a sharp shift to a market approach in Australian school education is challenged. In reality, governments have moved within a relatively narrow range in public policy over the last quarter of the 20th century. A framework for the first decade of the 21st century to achieve a better balance of enduring values such as liberty (choice), equality (equity), fraternity (access), efficiency (resources) and economic growth (adequacy) will require a new settlement on the concept of ‘public good’. The notion of a ‘third way’, or even a ‘fourth way’, is canvassed, with New Labour in England providing the marker for what may unfold.

School Reform and Restructuring: Self Managing School

This article provides a definition of the self-managing school and addresses four issues in the implementation and critique of self-managing schools: (1) the extent to which there has been an impact on learning, (2) mechanisms to allocate funds from the center of a school system to schools, (3) whether the decentralization of funds to the local level has increased the opportunity for corruption in the use of public funds, and (4) impact of self-management on the role of the principal and other school leaders. It is concluded that the practice will continue and that roles will change in significant ways.