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ERIC Number: EJ922472
Record Type: Journal
Publication Date: 2011-May
Pages: 21
Abstractor: As Provided
Reference Count: 113
ISSN: ISSN-1741-1432
Towards a Blended Model of Leadership for School-Based Collaborations
Coleman, Andrew
Educational Management Administration & Leadership, v39 n3 p296-316 May 2011
Interest in collaborative working has grown enormously in the last 20 years, driven by the view that partnership working may improve efficiency and add value in outcomes. As a result, collaborative working is an unavoidable feature of the 21st-century school and a consistent part of government policy for the provision of services to children. However, remarkably little research has been undertaken into the nature of leadership required to maximize the potential of such partnership based working within this context. This article outlines the findings from original research, supported by the National College for Leadership of Schools and Children's Services, into the nature of effective collaborative leadership in schools. It finds that the demands of such leadership are markedly different from those associated with traditional models, which view the school in isolation. In response to this, it outlines a multi-dimensional model for leadership, which draws on elements of a range of existing leadership models, including authentic, relational, distributed, political and constitutive leadership. This article concludes by stating that it is only through the utilization of a blended form of leadership (Collinson and Collinson, 2006) that school leaders are able to effectively realize the potential collaborative advantage associated with partnerships working. In doing so, it highlights the significance of day-to-day leadership activity, stating that effective collaborative leadership is rooted in a focus on the mundane rather than a preoccupation with the extraordinary aspects of this role. (Contains 2 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)