US and Cross-National Policies, Practices, and Preparation

US and Cross-National Policies, Practices, and Preparation

Studies in Educational Leadership VOLUME 12 Series Editor Kenneth A. Leithwood, OISE, University of Toronto, Canada Editorial Board Christopher Day, University of Nottingham, United Kingdom Stephen L. Jacobson, Graduate School of Education, Buffalo, U.S.A. Bill Mulford, University of Tasmania, Hobart, Australia Peter Sleegers, University of Nijmegen, The Netherlands SCOPE OF THE SERIES Leadership we know makes all the difference in success or failures of organizations. This series will bring together in a highly readable way the most recent insights in successful leadership. Emphasis will be placed on research focused on pre-collegiate educational organizations. Volumes should address issues related to leadership at all levels of the educational system and be written in a style accessible to scholars, educational practitioners and policy makers throughout the world. The volumes monographs and edited volumes should represent work from different parts in the world. For further volumes: http://www.springer.com/series/6543

US and Cross-National Policies, Practices, and Preparation Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices Editors Rose M. Ylimaki University of Arizona, USA Stephen L. Jacobson University at Buffalo, USA 1 3

Editors Prof. Rose M. Ylimaki University of Arizona Tucson, Arizona USA rylimaki@email.arizona.edu Prof. Stephen L. Jacobson University at Buffalo State University of New York Buffalo, New York USA eoakiml@buffalo.edu ISBN 978-94-007-0541-8 e-isbn 978-94-007-0542-5 DOI 10.1007/978-94-007-0542-5 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2011921315 Springer Science+Business Media B.V. 2011 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)

Rose M. Ylimaki dedicates this book to Leslie McClain and Sue Mattson, my lifelong travel companions and sisters of the heart. Stephen L. Jacobson wishes to dedicate this work to Grandpa Joe Greber, whose terminal illness and passing during the latter stages of this project reminded the entire Greber Jacobson family about what is really important during this short time we share together.

Acknowledgments We would like to thank a number of individuals who have contributed in many ways to the production of this book. Although the principals and other participants in our International Study of Successful School Principals (ISSPP) must remain anonymous, we gratefully acknowledge their time and insights about what it means to be a successful school leader of organizational learning, instructional leadership, and culturally responsive practices in their particular contexts. Chris Day and Ken Leithwood invited us to participate in the International Study of Successful School Leadership. Their mentoring and support are reflected in the conceptualization and organization of this volume. We also want to thank all the members of the growing body of ISSPP research teams for their collegial support and enthusiasm for sustaining this project. We are also grateful to our frequent conference paper discussants and symposium, Gary Crow, Karen Seashore, and Phil Hallinger, for their discerning and constructive comments about the International Study of Successful School Leadership (ISSPP). Past members of the University at Buffalo research team, Lauri Johnson, Corrie Giles, and Sharon Brooks all provided many valuable insights to the development of the US case studies. Yoka Janssen at Springer Kluwer gave us support and skillful editorial supervision. Our colleagues and graduate students at the University at Buffalo and the University of Arizona provided us with support and constructive feedback on many of the ideas about leadership practice and preparation included in this volume. vii

Contents 1 Comparative Perspectives: An Overview of Seven Educational Contexts... 1 Stephen L. Jacobson and Rose M. Ylimaki 2 Converging Policy Trends... 17 Kenneth Leithwood, Stephen L. Jacobson and Rose M. Ylimaki 3 Leading Organisational Learning and Capacity Building... 29 Christopher Day, Stephen L. Jacobson and Olof Johansson 4 Democratic Instructional Leadership in Australia, Denmark, and the United States... 51 Rose M. Ylimaki, David Gurr, Lejf Moos, Kasper Kofod and Lawrie Drysdale 5 Culturally Responsive Practices... 75 Lauri Johnson, Jorunn Møller, Petros Pashiardis, Gunn Vedøy and Vassos Savvides 6 Preparing School Leaders to Lead Organizational Learning and Capacity Building... 103 Stephen L. Jacobson, Olof Johansson and Christopher Day 7 Preparing Instructional Leaders... 125 David Gurr, Lawrie Drysdale, Rose M. Ylimaki and Lejf Moos 8 Leadership Preparation for Culturally Diverse Schools in Cyprus, Norway, and the United States... 153 Lauri Johnson, Jorunn Møller, Eli Ottesen, Petros Pashiardis, Vassos Savvides and Gunn Vedøy ix

x Contents 9 Comparative Perspectives on Organizational Learning, Instructional Leadership, and Culturally Responsive Practices: Conclusions and Future Directions... 179 Rose M. Ylimaki and Stephen L. Jacobson Author Index... 191 Subject Index... 193

Contributors Christopher Day School of Education, University of Nottingham, Nottingham, UK e-mail: christopher.day@nottingham.ac.uk Lawrie Drysdale University of Melbourne, Melbourne, VIC, Australia e-mail: drysdale@unimelb.edu.au David Gurr University of Melbourne, Melbourne, VIC, Australia e-mail: dgurr@unimelb.edu.au Stephen L. Jacobson University at Buffalo, State University of New York, Buffalo, NY, USA e-mail: eoakiml@buffalo.edu Olof Johansson Umeå University, Umeå, Sweden e-mail: olof.johansson@pol.umu.se Lauri Johnson Boston College, Chestnut Hill, USA e-mail: lauri.johnson@bc.edu Kasper Kofod Danish School of Education, University of Aarhus, Aarhus, Denmark e-mail: kako@dpu.dk Kenneth Leithwood Ontario Institute for Studies in Education, University of Toronto, Toronto, ON M5S 1V5, Canada e-mail: kenneth.leithwood@utoronto.ca Jorunn Møller University of Oslo, Oslo, Norway e-mail: jorunn.moller@ils.uio.no Lejf Moos Danish School of Education, University of Aarhus, Aarhus, Denmark e-mail: moos@dpu.dk Eli Ottesen Department of Teacher Education and School Research, University of Oslo, Oslo, Norway e-mail: eli.ottesen@ils.uio.no xi

xii Contributors Petros Pashiardis Open University of Cyprus, Nicosia, Cyprus e-mail: ppashardis@ouc.ac.cy Vassos Savvides Open University of Cyprus, Nicosia, Cyprus e-mail: savvides@ouc.ac.cy Gunn Vedøy University of Oslo, Oslo, Norway e-mail: gunn.vedoy@ils.uio.no Rose M. Ylimaki University of Arizona, Tucson, AZ, USA e-mail: rylimaki@email.arizona.edu