Leading by example within a collaborative staff

Ritchie, Stephen M., and Rigano, Donna L. (2003) Leading by example within a collaborative staff. In: Wallace, John, and Loughran, John, (eds.) Leadership and Professional Development in Science Education: new possibilities for enhancing teacher learning. RoutledgeFalmer, London, UK, pp. 48-62.

[img] PDF (Published Version) - Published Version
Restricted to Repository staff only

Image (JPEG) (Book Cover) - Cover Image
Download (26kB)
View at Publisher Website: http://www.informaworld.com/smpp/5026535...


[Extract] I'm supposed to be the 'lead by example' person in the department and I just felt really uncomfortable with what I was doing. I guess that is what I am doing now, trying to set a bit of an example. (Mr Cresswell , Interview 4)

As head of his science department, Mr Cresswell (pseudonyms are used throughout this chapter) felt obliged to set an example for his colleagues by changing his practice. Unsurprisingly, teachers who lead by example are "likely to have a positive influence upon the larger school community because they take the risk to provide a constant, visible model of persistence, hope, and enthusiasm" (Barth, 2001, p. 447). Over our five face-to-face interviews with Mr Cresswell, he had expressed dissatisfaction with his previous traditional teaching style that tended to bore those students who were not intellectually challenged. Yet in the classes we observed, Mr Cresswell appeared to be a transformed teacher leader - one who was committed to student-centred learning and strategies that he perceived to be relevant and engaging, as well as providing his students with opportunities for success. As we observed other classes and spoke to teachers within the science department, we came to believe that Mr Cresswell's changing teaching practice influenced both students and staff. For us, Mr Cresswell was the sort of leader that Senge was referring to when he wrote:

we are coming to believe that leaders are those people who 'walk ahead', people who are genuinely committed to deep change in themselves and in their organizations. They lead through developing new skills, capabilities, and understandings. And they come from many places within the organization. (1996, p.45)

Item ID: 7403
Item Type: Book Chapter (Research - B1)
ISBN: 978-0-415-30677-5
Keywords: curriculum; leadership; science department
Date Deposited: 13 Jan 2010 23:24
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
Downloads: Total: 214
Last 12 Months: 3
More Statistics

Actions (Repository Staff Only)

Item Control Page Item Control Page