Leading Teaching and Learning Together: The Role of the Middle Tier. What is the Middle Tier and Why is it Important for Improved Learning? Research Brief. Instructional Leaders at the Middle Tier. No. 1

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 is the Middle Tier and Why is it Important for Improved Learning? Research Brief. Instructional Leaders at the Middle Tier. No. 1
Quelle	(2023), (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Learning Processes; Outcomes of Education; Educational Quality; Educational Improvement; Middle Management; Faculty Development; Teacher Role; Leadership Role; Instructional Leadership; Professionalism; Systems Approach; Teacher Collaboration; Educational Innovation; Change Agents; Educational Change; Educational Practices; Foreign Countries; Case Studies; Accountability; Rwanda; China (Shanghai); United Kingdom (Wales); Jordan; India + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lernleistung; Schulerfolg; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Mittlere Führungskraft; Lehrerrolle; Instruction; Leadership; Bildung; Erziehung; Führung; Professionalität; Systemischer Ansatz; Lehrerkooperation; Instructional innovation; Bildungsinnovation; Bildungsreform; Bildungspraxis; Ausland; Case study; Fallstudie; Case Study; Verantwortung; Ruanda; Indien
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 one of a three-part series focusing on what the middle tier is and why it is important for improving learning. Brief 2 presents the professional practices and perceived impacts of instructional leaders, while Brief 3 presents the factors enabling them to become change agents. [For brief 2, see ED629429. 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