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ERIC Number: EJ952522
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1360-3124
Sense-Making as a Lens on Everyday Change Leadership Practice: The Case of Holly Tree Primary
Thomson, Pat; Hall, Christine
International Journal of Leadership in Education, v14 n4 p385-403 2011
Scholars of educational change agree that leaders need to develop a vision, build capacity and ensure ownership of change by staff. We argue that understanding the actual work that leaders must do in order to convert these categories into action, requires a social practice approach. Taking the notion of sense-making as a social practice, drawn from the scholarship of Karl Weick, a case study of the sense-making for change in Holly Tree primary school is developed. The meta-narrative of the school is underpinned by four elements: (1) the school as innovative, this makes sense of continued and sustained change; (2) we do things our way, this makes sense of continued professional knowledge construction; (3) child-centredness, this provides the value base against which decisions to change can be made; and (4) we are a family, this governs the processes through which changes are developed and owned. The paper argues on the basis of this exemplar that a sense-making approach may offer an explanatory middle ground between descriptions of characteristics of change, and the situated work of school leaders. (Contains 1 table and 8 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)