Leadership and Governance in the Self-Transforming School
Brian Caldwell is Managing Director of Educational Transformations and co-author of the recently published book The Self-Transforming School. This paper was presented at the Annual Conference of the Australian Council of Educational Leaders (ACEL), Canberra, 4 October 2013.
In this presentation I draw on leadership and governance themes in my recently published book with Jim Spinks entitled The Self-Transforming School (Caldwell and Spinks, 2013). The book spans fifty years, looking back to our first book in 1988 entitled The Self-Managing School (Caldwell and Spinks, 1988), which advocated evidence-based innovative approaches that are now accepted as preferred practice, before offering a prognosis for leadership in the future, to 2038.
We provide evidence to support the view that all schools in all settings can secure success for all students in an era where society and the economy are changing constantly and dramatically. We describe a school that has achieved or is on the way to achieving this outcome as a ‘self-transforming school’. I acknowledge that schools are often at different stages of self-transformation and self-transformation requires a high level of professionalism.
It may be helpful to declare at the outset that in looking to the future it is not possible to specify particular developments that will occur at particular points in time, either globally or locally. It is possible, however, to describe the features of broad trends, as we did in Leading the Self-Managing School (Caldwell and Spinks, 1992: 7-8). We used the concept of ‘mega-trend’, coined by John Naisbitt and Patricia Aburdene (Naisbitt 1982; Naisbitt and Arburdene 1990) in the 1980s, to describe the broad trends in school education that were emerging in many countries in the 1990s.
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