Charles F. Webber

Evidence‐based leadership development: the 4L framework

Purpose – This paper aims to use the results of three research initiatives to present the life‐long learning leader (4L) framework, a model for leadership development intended for use by designers and providers of leadership development programming.Design/methodology/approach – The 4L model is a conceptual framework that emerged from the analysis of one study conducted in Canada and two others conducted in international settings.Findings – The 4L framework contains eight dimensions that leadership development programming should address: career stage, career aspirations, visionary capacity, boundary breaking entrepreneurialism, professional skills, instructional design and assessment literacy, crisis management, and approaches to leadership development.Research limitations/implications – As with all research, findings are subject to researcher biases and limitations.Practical implications – The 4L framework can be used as the basis for graduate programs in leadership, small‐ and large‐scale leadership deve...

Mapping principal preparation in Kenya and Tanzania

Purpose – The purpose of this paper is to present an overview of the principal preparation programming available to school leaders in Kenya and Tanzania.Design/methodology/approach – The authors analyzed information about the educational leadership programmes offered by a range of public and private institutions in East Africa. Data were gathered primarily through document analyses based on publicly available information describing certificate, diploma, and degree programs related to principal preparation in Kenya and Tanzania.Findings – A description is offered of the intended client group for leadership preparation programmes along with an overview of programme content, structure, delivery modes, and credentialing. Gaps were noted in the areas of instructional leadership, educational technology, and visioning. Further, the authors noted the insufficient capacity of educational institutions in East Africa to prepare new principals or to offer ongoing professional development.Research limitations/implicat...

New technologies and educative leadership

This overview describes the linkages between new technologies and educative leadership, the theme of this special issue. It discusses the tension between the pervasiveness of technology in society and educators’ apparent uncertainty about how to best use information and communication technology. Also, the foci of the following articles that are written from a variety of international perspectives are summarized, and a set of critical questions about how new technologies are reshaping our understandings of leadership are offered. In addition, some of the educational challenges and opportunities associated with technology are described, and a rubric that can be used to consider the capacity to link new technologies and educative leadership is proposed.

Programs for school principal preparation in East Europe

Purpose – This paper is intended to provide an overview of trends in European education and to offer a framework for considering the elements of school management.Design/methodology/approach – This paper reports elements of the planning and implementation of a graduate‐level leadership development initiative in Bulgaria.Findings – Several lessons learned were garnered from this project. First, models of leadership development must be adaptable to local organizational and system cultures. Second, international leadership development programs should expose participants to different approaches to learning and promote reflective analysis of the various approaches. Expansion of train‐the‐trainer models should be planned from the beginning of projects and consider status differences between trainers‐of‐trainers and trainees who become trainers. Finally, sustainability must be included in planning.Research limitations/implications – The international leadership development program is reported from the perception...

Walking in Unfamiliar Territory: Headteachers' Preparation and First-Year Experiences in Tanzania

Purpose: The purpose of this study is to describe the preappointment experiences of early-career headteachers in Tanzania and to discuss implications for postsecondary institutions and ministries of education in East Africa. Research Design: Seven novice headteachers in a suburb of Dar es Salaam, Tanzania, completed questionnaires and participated in face-to-face interviews about their preappointment professional and academic experiences germane to their school leadership roles. Themes within the data from the seven case studies were analyzed and are presented. Findings: There are very limited opportunities for formal preparation programs for headteachers. Preparation experiences typically follow an ad hoc apprenticeship model in which aspiring headteachers learn from their current headteachers. Inadequate preparation is reflected in the limited roles of headteachers in schools. Opportunities for collaborative headteacher preparation are emerging across East African countries but are dependent on support from the private sector and political leaders. Recommendations for further research are presented.

Technology‐mediated leadership development networks

This report describes the evolution of a technology‐mediated leadership development network from its origin as a local e‐mail discussion group to a loosely‐coupled international leadership web. The report includes a description of the components of the network, which include face‐to‐face and online cross‐role discussion groups, annual seminar series, graduate degree programming, an online refereed journal, summer institutes, university partnerships, and cross‐cultural research. In addition, an explanation is offered of the challenges that the network poses for understandings of what counts as professional development, university regulations for planning and delivering instruction, communication of research, and teacher‐student roles. Then the paper offers a profile of the leadership development network in terms of its professional, role, environmental, and emotional dimensions. Finally, a set of questions is offered for readers interested in planning leadership development networks.

Student assessment in a Canadian civil society

Purpose – The purpose of this paper is to highlight the need for respectful open dialogue and trusting relationships among stakeholders in educational assessment. It is argued that this is a tenet of a democratic civil society.Design/methodology/approach – A theoretical framework is presented for navigating assessment tensions frequently experienced by educational stakeholders operating in the interest of civil societies. The framework emerged from a two‐year mixed‐method study of assessment in Canada.Findings – Five key assumptions, plus their ontological and epistemological orientations, that should guide assessment in the service of a civil society are described. The unidimensional and multidimensional perspectives related to student assessment are articulated along with associated tensions and opportunities. Implications are discussed for stakeholder groups including teachers, educational leaders, parents, unions, professional associations, department of education personnel, academics, informal commun...

Fair and equitable assessment practices for all students

This paper focuses on promoting fairness and equity in student assessment practices. The researchers used questionnaires and interviews and the study encompassed a total of 3312 individuals representing a range of stakeholders. The paper is presented in two parts: fairness and discrimination, and challenging policy and practice. Five key principles emerged. Educators must strive to address the personal impact of assessment practices on individual students and their families. Assessment must be differentiated to accommodate the ability, social, cultural and linguistic background of students. All members of school communities must challenge the complacency associated with accepting indefensible assessment practices. The frequency, intensity and intrusiveness of assessments must not be overwhelming for students and their families. Finally, assessment must not be used to counter inappropriate student behaviour or reward desired behaviour. Implications for practice are presented. Additionally, the authors describe changes to policy and practice that occurred as a result of the study.

Developing Teachers’ Knowledge, Beliefs, and Expertise: Findings From the Alberta Student Assessment Study

Abstract This article reports on a subset of findings that emerged from the Alberta Student Assessment Study in relation to the preservice and in-service development of teacher knowledge of, expertise in, and beliefs underpinning their assessment practices. Findings indicate that, although there has been a lot of attention given to improving assessment, confusion remains for teachers about terminology, principles, and pragmatics that undermine teacher confidence about assessment and making sound judgments about students’ work.

Leading assessment for enhanced student outcomes

This paper reports the leadership findings that emerged from the Alberta Student Assessment Study, a large-scale study employing a mixed-method design. Findings included the importance of assessment leadership, credibility of leaders, capacity to make hard decisions and ability to lead professional learning. An optimal assessment leadership profile emerged which includes values and assessment knowledge, mediated by personal qualities and accompanied by an interplay between procedural knowledge and professional skills. This informs leadership vision and actions leading to increased assessment literacy, more effective monitoring and reporting practice, enhanced instructional practice, enriched partnerships with parents and community members and positive student outcomes.