Abstract
Steps towards systemic innovation require a new understanding of professionalizing leaders on all levels of the school system. We need “system thinkers in action” (Fullan, Leadership and sustainability: System thinkers in action. Thousand Oaks: Corwin Press, 2005) who interact with larger parts of the system both horizontally and vertically in order to bring about deeper reform. Their collective wisdom in thinking and acting shapes future steps in national school reform. Three Austrian national development initiatives are presented which work together towards leadership for learning: The Leadership Academy creates a learning context aimed at influencing the pattern of how professionals in leading positions think and go about change. The New Middle School, a reform project fostering as well as challenging all children, irrespective of their social, cultural, and language background or their individual performance, is driven by the emphatic policy goal of raising academic achievement. This requires a fundamental reorientation of the instructional and organizational system of teaching and learning for 10–14-year-olds in heterogeneous groups. The third initiative, Hierarchy Meets Network, brings the Minister of Education into dialogue with innovative actors across Austria and removes structural barriers to fostering networking and cooperative activities among innovators.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Further members of the NMS development facilitation team are Christoph Hofbauer and Tanja Westfall-Greiter.
References
Beck, D. E., & Cowan, C. C. (2006). Spiral dynamics: Mastering values, leadership, and change; exploring the new science of memetics (Reprint.). Developmental Management. Malden: Blackwell.
Bruch, H., & Vogel, B. (2005). Organisationale Energie: Wie Sie das Potenzial Ihres Unternehmens ausschöpfen: Betriebswirtschaftlicher Verlag Gabler.
Cooperrider, D. L., & Whitney, D. (1999). Appreciative inquiry. San Francisco: Berrett-Koehler.
Costa, A. L., & Killick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51(2), 49–51.
ExpertInnenkommission (2008). Zukunft der Schule. Wien: BMUKK.
Firestone, W. A., & Riehl, C. (Eds.). (2005). Critical issues in educational leadership series. A new agenda for research in educational leadership. New York: Teachers College Press.
Fischer, W. A., & Schratz, M. (1993). Schule leiten und gestalten: Mit einer neuen Führungskultur in die Zukunft. Bibliothek Schulentwicklung, Vol. 3. Innsbruck/Wien u.a.: Studien-Verl.
Forrester, G., & Gunter, H. M. (2009). School leaders: Meeting the challenge of change. In C. Chapman & H. Gunter (Eds.), Radical reforms. Perspectives on an era of educational change (pp. 67–79). London/New York: Routledge.
Frost, D., & Swaffield, S. (2004). The leadership for learning (Carpe Vitam) project: an eclectic and emerging methodology. Presented at the 17th international congress for school effectiveness and improvement, Rotterdam, 6–9 January 2004.
Frost, D. (2006). The concept of ‘Agency’ in leadership for learning. Leading and Managing, 12(2), 19–28.
Fullan, M. (2005). Leadership and sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press.
Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Cambridge: Polity Press.
Hall, G. E., & Hord, S. M. (Eds.). (1987). SUNY series in educational leadership. Change in schools: Facilitating the process. Albany: State University of New York Press.
Hargreaves, A., & Shirley, D. (2009). The fourth way: The inspiring future for educational change. Thousand Oaks, CA: Corwin Press.
Harris, A. (2010). Learning to improve: Transforming schools and system. 23rd international congress for school effectiveness and improvement, Kuala Lumpur, 5th–8th January 2010.
Hentig, H. van (1993). Die Schule neu denken: Eine Übung in praktischer Vernunft; eine zornige, aber nicht eifernde, eine radikale, aber nicht utopische Antwort auf Hoyerswerda und Mölln, Rostock und Solingen (2., erw. Aufl.). München: Hanser.
Hinterhuber, H. H. (2003). Leadership: Strategisches Denken systematisch schulen von Sokrates bis Jack Welch. Frankfurt am Main: Frankfurter Allg. Buch im FAZ-Inst.
Holman, P., Devane, T., & Cady, S. (Eds.). (2008). The change handbook: The definitive resource on today’s best methods for engaging whole systems (2nd ed. rev. and expanded.). San Francisco: Berrett-Koehler.
Kruse, P. (2004). Next practice – erfolgreiches Management von Instabilität: Veränderung durch Vernetzung. GABAL management. Offenbach, Germany: GABAL-Verl.
Levin, B. (2008). How to change 5000 schools: A practical and positive approach for leading change at every level. Cambridge: Harvard Education Press.
Loehr, J. E., & Schwartz, T. (2003). The power of full engagement: Managing energy, not time, is the key to high performance and personal renewal. New York: Free Press.
Luhmann, N. (2002). Das Erziehungssystem der Gesellschaft. Frankfurt, Germany: Suhrkamp.
MacBeath, J., & Cheng, Y.-C. (Eds.). (2008). Leadership for learning: International perspectives. Rotterdam, the Netherlands: Sense.
MacBeath, J., & Moos, L. (2004). Leadership for learning. Presented at the 17th international congress for school effectiveness and improvement, Rotterdam, 6–9 January 2004.
Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, Egypt: Association for Supervision & Curriculum Development.
Owen, J. (2009). How to lead: What you actually need to do to manage, lead and succeed (2nd ed.). New York: Pearson Prentice Hall.
Payne, C. M. (2008). So much reform, so little change: The persistence of failure in urban schools. Cambridge: Harvard Education Press.
Pechtl, W. (Ed.) (2001). Zwischen Organismus und Organisation: Wegweiser und Modelle für Berater und Führungskräfte (4. Aufl.). St. Pölten, Wien, Linz: Landesverl.
Pelinka, A. (1996). Die (veränderte) Kultur bildungspolitischer Entscheidungen. In W. Specht & J. Thonhauser (Eds.), Studien zur Bildungsforschung & Bildungspolitik. Schulqualität. Entwicklungen, Befunde, Perspektiven (Vol. 14) (pp. 22–37). Innsbruck: Studien Verl.
Pont, B., Nusche, D., & Moorman, H. (2008). School leadership development: Policy and practice. Improving school leadership (Vol. 1). Paris: OECD.
Portin, B., et al. (2005). International Politics and Local School Development: Emerging Themes from a Seven-Nation Study. Annual meeting of the American Educational Research Association, Montreal, 12th April, 2005.
Salcher, A. (2008). Der talentierte Schüler und seine Feinde. Salzburg, Austria: Ecowin Verlag.
Scharmer, C. O. (2007). Theory U. Leading from the future as it emerges. Cambridge, Mass.: SOL.
Scharmer, C. O. (2009a). Seven acupuncture points for shifting capitalism to create a regenerative ecosystem economy. Draft 2.1, Sept 21, 2009. Roundtable on Transforming Capitalism to Create a Regenerative Economy, Boston. Retrieved from www.presencing.com.
Scharmer, C. O. (2009b). Theorie U: Von der Zukunft her führen: Presencing als soziale Technik: Carl Auer Verlag.
Schley, V., & Schley, W. (2010). Handbuch Kollegiales Teamcoaching – Systemische Beratung in Aktion. Innsbruck, Austria: Studienverlag.
Schley, W., & Schratz, M. (2004). Ergebnisorientierte Führungsverantwortung als Antwort auf PISA. Lernende Schule, 7(28), 1–4.
Schmid, K., Hafner, H., & Pirolt, R. (2007). Reform Schulgovernance-Systemen Vergleichende Analyse der Reformprozesse Österreich und bei einigen PISA-Teilnehmerländern (Vol. 135). IBW-Forschungsbericht. Wien: IBW.
Schmitz, H. (1990). Die person. Bonn, Germany: Bouvier.
Schrag, F. (1988). Thinking in school and society. Philosophy of education research library. New York: Routledge.
Schratz, M. (2003). From administering to leading a school: Challenges in German-speaking countries. Cambridge Journal of Education, 33(3), 395–416.
Schratz, M., & Petzold, K. (2007). Improving school leadership: Country background report Austria, Innsbruck/Wien.
Schratz, M., & Hartmann, M. (2009). Schulautonomie in Österreich: Bilanz und Perspektiven für eine eigenverantwortliche Schule. In W. Specht (Ed.), Nationaler Bildungsbericht Österreich 2009. Band 2, (pp. 323–340). Graz: Leykam.
Schratz, M., Hartmann, M., & Schley, W. (2010). Schule wirksam leiten. Analyse innovativer Führung in der Praxis. Münster, Germany: Waxmann.
Sergiovanni, T. J. (2005). Strengthening the heartbeat. Leading and learning together in schools. San Francisco: Jossey-Bass.
Stähle, W. H. (1999). Management: Eine verhaltenswissenschaftliche Perspektive. München: Vahlen, Franz.
Stoll, L., & Louis, K. S. (2007). Professional learning communities: Divergence, depth and dilemmas/Louise Stoll and Karen Seashore Louis. Professional learning. Maidenhead, UK: McGraw-Hill/Open University Press.
Stoll, L., Bolam, R., & Collarbone, P. (2002). Leading for change: Building capacity for learning. In K. A. Leithwood & P. Hallinger (Eds.), Kluwer international handbooks of education (Second international handbook of educational leadership and administration, Vol. 8, pp. 41–73). Dordrecht, the Netherlands/Boston: Kluwer Academic.
Stoll, L., Moorman, H., & Rahm, S. (2008). Building leadership capacity for system improvement in Austria. In B. Pont, D. Nusche, & D. Hopkins (Eds.), Improving school leadership. Improving School Leadership. Case studies on system leadership (Vol. 2) (pp. 215–252). Paris: OECD.
Trompenaars, A., & Hampden-Turner, C. (2001). 21 leaders for the 21st century: How innovative leaders manage in the digital age Fons Trompenaars, Charles Hampden-Turner. New York: McGraw-Hill.
Vosniadou, S. (Ed.). (2008). Educational psychology handbook series. International handbook of research on conceptual change. New York: Routledge.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Learning in doing. Cambridge/New York: Cambridge University Press.
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston: Harvard Business School Press.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Alexandria: Association for Supervision and Curriculum Development.
Zukunftskommission (2003). Zukunft Schule. Das Reformkonzept der Zukunftskommission – Strategien und Maßnahmen zur Qualitätsentwicklung, Wien.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Schley, W., Schratz, M. (2011). Developing Leaders, Building Networks, Changing Schools Through System Leadership. In: Townsend, T., MacBeath, J. (eds) International Handbook of Leadership for Learning. Springer International Handbooks of Education, vol 25. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1350-5_17
Download citation
DOI: https://doi.org/10.1007/978-94-007-1350-5_17
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-1349-9
Online ISBN: 978-94-007-1350-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)