Turning around ‘stuck’ schools in England: effective leadership in extremely challenging circumstances
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| Natura: | Artículo científico |
| Lingua: | en |
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Pontificia Universidad Católica de Valparaíso
2024
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| _version_ | 1876451753067544576 |
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| author | Bernardita Munoz-Chereau |
| author_facet | Bernardita Munoz-Chereau |
| contents | Turning around ‘stuck’ schools in England: effective leadership in extremely challenging circumstances Bernardita Munoz-Chereau Melanie Ehren Educación Stuck schools failing schools turnaround schools school effectiveness disadvantaged schools This paper presents a two-year qualitative multi-site case study in six English state-funded schools (thee primary and three secondary). These schools were identified by Ofsted as ‘stuck’ after failing their inspections for more than a decade but managed to turnaround their overall inspection effectiveness, despite the wider contextual challenges. Drawing from an analysis of 50 documents, 22 interviews and focus groups with school leaders, we detail the schools’ trajectories and leadership practices that allowed leaders to improve schools’ overall effectiveness. Staff from ‘un-stuck’ schools described a combination of 1) distributed leadership, 2) moral purpose, 3) stabilising teams, 4) external support, 5) building trust, 6) positive relationships with parents and the community, 7) vision of high expectations, 8) systematic approach to improve behaviour, and 9) strong internal governance and accountability that allowed their significant improvement. These characteristics contribute to our understanding of effective turnaround leadership of schools working in disadvantaged contexts. 2024 artículo científico 0716-0488 https://www.redalyc.org/articulo.oa?id=333379746007 https://www.redalyc.org/journal/3333/333379746007/ https://www.redalyc.org/journal/3333/333379746007/html/ https://www.redalyc.org/journal/3333/333379746007/333379746007.epub https://www.redalyc.org/journal/3333/333379746007/movil 10.4151/07189729-Vol.63-Iss.1-Art.1523 en http://www.redalyc.org/revista.oa?id=3333 Perspectiva Educacional, Formación de Profesores application/pdf Pontificia Universidad Católica de Valparaíso Perspectiva Educacional, Formación de Profesores (Chile) Num.1 Vol.63 |
| format | Artículo científico |
| id | redalyc_333379746007 |
| institution | Redalyc |
| language | en |
| publishDate | 2024 |
| publisher | Pontificia Universidad Católica de Valparaíso |
| spellingShingle | Turning around ‘stuck’ schools in England: effective leadership in extremely challenging circumstances Bernardita Munoz-Chereau Educación Stuck schools failing schools turnaround schools school effectiveness disadvantaged schools Turning around ‘stuck’ schools in England: effective leadership in extremely challenging circumstances Bernardita Munoz-Chereau Melanie Ehren Educación Stuck schools failing schools turnaround schools school effectiveness disadvantaged schools This paper presents a two-year qualitative multi-site case study in six English state-funded schools (thee primary and three secondary). These schools were identified by Ofsted as ‘stuck’ after failing their inspections for more than a decade but managed to turnaround their overall inspection effectiveness, despite the wider contextual challenges. Drawing from an analysis of 50 documents, 22 interviews and focus groups with school leaders, we detail the schools’ trajectories and leadership practices that allowed leaders to improve schools’ overall effectiveness. Staff from ‘un-stuck’ schools described a combination of 1) distributed leadership, 2) moral purpose, 3) stabilising teams, 4) external support, 5) building trust, 6) positive relationships with parents and the community, 7) vision of high expectations, 8) systematic approach to improve behaviour, and 9) strong internal governance and accountability that allowed their significant improvement. These characteristics contribute to our understanding of effective turnaround leadership of schools working in disadvantaged contexts. 2024 artículo científico 0716-0488 https://www.redalyc.org/articulo.oa?id=333379746007 https://www.redalyc.org/journal/3333/333379746007/ https://www.redalyc.org/journal/3333/333379746007/html/ https://www.redalyc.org/journal/3333/333379746007/333379746007.epub https://www.redalyc.org/journal/3333/333379746007/movil 10.4151/07189729-Vol.63-Iss.1-Art.1523 en http://www.redalyc.org/revista.oa?id=3333 Perspectiva Educacional, Formación de Profesores application/pdf Pontificia Universidad Católica de Valparaíso Perspectiva Educacional, Formación de Profesores (Chile) Num.1 Vol.63 |
| title | Turning around ‘stuck’ schools in England: effective leadership in extremely challenging circumstances |
| topic | Educación Stuck schools failing schools turnaround schools school effectiveness disadvantaged schools |
| url | https://www.redalyc.org/articulo.oa?id=333379746007 https://www.redalyc.org/journal/3333/333379746007/ https://www.redalyc.org/journal/3333/333379746007/html/ https://www.redalyc.org/journal/3333/333379746007/333379746007.epub https://www.redalyc.org/journal/3333/333379746007/movil |