Abstract
Government policy in the United Kingdom offers new freedoms to the public sector that have enhanced the responsibilities of practitioners and make new demands on the systems tackling the often complex needs of vulnerable children and their families. Rapid changes such as these in national policy contexts require practitioners concerned with child protection to adapt to these changing environments without increasing the risk of failing vulnerable children and their families. Leaders need confidence that professional judgments will lead to the best possible outcomes for children, young people and families. Meanwhile the practitioners they lead need to learn (1) to recognise what it is important to work on, and (2) how to collaborate with others to achieve what really matters. These demands have led to increased attention to building capacity within and across children’s services to develop well-informed, child-focused systems. This chapter presents a view of the ways in which leaders act to promote such learning on the part of their operational colleagues.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
These ideas have been developed in the activity system work of Yrjö Engeström (e.g., Engeström, 2008) and they have informed our work.
- 2.
Evidence from our series of studies, including Learning in and for Interagency Working funded by the ESRC’s Teaching and Learning Research Programme and the Developing Interagency Working study for the LG Group, lies behind these statements. We have called the process ‘upstream learning’.
References
C4EO. (2011). Briefing paper: Delivering children’s services in the UK and other parts of the world: A short policy context. London: Author.
Canwell, A., Hannan, S., Longfils, H., & Edwards, A. (2011). Resourceful leadership: How directors of children’s services improve outcomes for children. Nottingham, UK: National College for School Leadership.
Daniels, H., & Edwards, A. (2012). Leading for learning: How the intelligent leader builds capacity. Nottingham, UK: National College for School Leadership. Retrieved from http://www.virtualstaffcollege.co.uk/wp-content/uploads/leading-for-learning-how-the-intelligent-leader-builds-capacity.pdf
Engeström, Y. (2008). From teams to knots: Activity-theoretical studies of collaboration and learning at work. Cambridge, UK: Cambridge University Press.
Glissen, C., & Hemmelgarn, A. (1998). The effects of organisational climate and interorganisational co-ordination on the quality and outcomes of children’s service systems. Child Abuse & Neglect, 22(5), 401–421.
Grint, K. (2005). Problems, problems, problems: The social construction of leadership. Human Relations, 58(11), 1467–1494.
HM Treasury & DfES. (2007). Aiming high for children: Supporting families. Retrieved May 7, 2012, from http://dera.ioe.ac.uk/7755/1/PU188.pdf
Munro, E. (2011). The Munro review of child protection: Final report: A child-centred system. London: Department for Education.
Senge, P. (1990). The fifth discipline. New York: Doubleday.
Social Protection Committee. (2011). The social dimensions of the Europe 2020 strategy. Luxembourg: European Commission.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Daniels, H., Edwards, A. (2014). School Leaders and Learning Cultures in School: The Case for Intelligent Leadership. In: Hung, D., Lim, K., Lee, SS. (eds) Adaptivity as a Transformative Disposition. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-4560-17-7_8
Download citation
DOI: https://doi.org/10.1007/978-981-4560-17-7_8
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-4560-16-0
Online ISBN: 978-981-4560-17-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)