Leading Teaching and Learning Together: The Role of the Middle Tier. What Do Effective Instructional Leaders at the Middle Tier Do? Research Brief. Instructional Leaders at the Middle Tier. No. 2

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. What Do Effective Instructional Leaders at the Middle Tier Do? Research Brief. Instructional Leaders at the Middle Tier. No. 2
Quelle	(2023), (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle Management; Instructional Leadership; Case Studies; Foreign Countries; Professionalism; Educational Improvement; Educational Quality; Change Agents; Educational Change; Teacher Role; Leadership Role; Coaching (Performance); Faculty Development; Mentors; Systems Approach; Teaching Methods; Learning Processes; Outcomes of Education; Intervention; Institutional Cooperation; Teacher Collaboration; Social Media; Evidence Based Practice; Program Descriptions; Educational Innovation; India; Rwanda; United Kingdom (Wales); China (Shanghai); Jordan + Suchen Sie Ihr Suchwort? Mittlere Führungskraft; Instruction; Leadership; Bildung; Erziehung; Führung; Case study; Fallstudie; Case Study; Ausland; Professionalität; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Bildungsreform; Lehrerrolle; Systemischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lernleistung; Schulerfolg; Institute; Co-operation; Cooperation; Institut; Kooperation; Lehrerkooperation; Soziale Medien; Instructional innovation; Bildungsinnovation; 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 two of a three-part series focusing on the professional practices of instructional leaders at the middle tier and how they bring about change in teaching and learning. The other briefs introduce the middle tier and how to make middle-tier roles effective. [For brief 1, see ED629430. For brief 3, see ED629428.] (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