Leading Teaching and Learning Together: The Role of the Middle Tier. How Do Education Systems Enable Instructional Leaders to Be Effective? Research Brief. Instructional Leaders at the Middle Tier. No. 3

Autor/inn/en	Tournier, Barbara; Chimier, Chloé; Childress, David; Jones, Charlotte
Institution	United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France), International Institute for Educational Planning (IIEP); Education Development Trust (United Kingdom)
Titel	Leading Teaching and Learning Together: The Role of the Middle Tier. How Do Education Systems Enable Instructional Leaders to Be Effective? Research Brief. Instructional Leaders at the Middle Tier. No. 3
Quelle	(2023), (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Leadership; Teaching Methods; Middle Management; Educational Quality; Educational Improvement; Educational Practices; Case Studies; Coaching (Performance); Foreign Countries; Professionalism; Educational Change; Change Agents; Partnerships in Education; Systems Approach; Faculty Development; Mentors; Teacher Leadership; Leadership Role; Cooperative Learning; Accountability; Program Design; Sustainability; Teacher Evaluation; India; China (Shanghai); Rwanda; Jordan; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Teaching method; Lehrmethode; Unterrichtsmethode; Mittlere Führungskraft; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Case study; Fallstudie; Case Study; Ausland; Professionalität; Bildungsreform; Hochschulpartnerschaft; Systemischer Ansatz; Lehrerfunktionsstelle; Kooperatives Lernen; Verantwortung; Programme design; Programmaufbau; Programmplanung; Nachhaltigkeit; Teacher appraisal; Lehrerbeurteilung; Indien; Ruanda
Abstract	To improve teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and enhance their practice. Roles at the middle tier of education systems, or those professionals working between the school and central level, offer unique capacities to facilitate collaboration, broker knowledge, scale innovations, and provide instructional direction to school-level practitioners. This research explores how middle-tier instructional leaders can become a nexus for change to improve the quality of education. It focuses on highlighting promising practices globally and is designed to draw out insights and lessons for both policy-makers and practitioners. Case studies were conducted in five jurisdictions -- Delhi (India), Jordan, Rwanda, Shanghai (China), and Wales -- where new roles have been created or existing roles re-oriented towards coaching and support. The studies explored the professional practices and perceived impacts of instructional leaders, and the enabling factors present in the systems in which they work. This brief is part three of a three-part series focusing on enabling factors and system considerations for turning instructional leaders into change agents for teaching and learning improvement. The other briefs focus on what is the middle tier and the professional practices of instructional leaders that contribute to improving learning. [For brief 1, see ED629430. For brief 2, see ED629429.] (ERIC).
Anmerkungen	UNESCO International Institute for Educational Planning. 7-9, rue Eugène Delacroix, 75116 Paris, France. Tel: +33-0-1-45-03-77-00; Fax: +33-00-1-40-72-83-66; e-mail: info@iiep.unesco.org; Web site: http://www.iiep.unesco.org/en
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01