ࡱ> @B=>?y 2bjbjEE A''  8 |Y!  e#p#"###\;\;\;$udƤ RY9>\;RYRYƤ##'ۤX^^^RY^# #^RY^^ CNd#%߷@ [<3`x{]${xd{ d(\;x Ez^NMJS\;\;\;ƤƤ^\;\;\;RYRYRYRY{\;\;\;\;\;\;\;\;\; :   SHAPE \* MERGEFORMAT  SHAPE \* MERGEFORMAT  IPDA Conference, Belfast, November 2007 Conference Sub theme Design Issues for Successful Professional Development Bridging the gap between leadership development programmes and transformational schools in England and Asia Authors: Dr Coleen Jackson, University of Chichester Dr Robin Precey, Canterbury Christ Church University For further contact regarding this paper please contact:  HYPERLINK "mailto:c.jackson@chi.ac.uk" c.jackson@chi.ac.uk or  HYPERLINK "mailto:robin.precey@canterbury.ac.uk" robin.precey@canterbury.ac.uk . Please do not publish part or all of this paper without the authors permission. Abstract This paper seeks to critique an innovative theoretical framework for a professional development programme (Greenan & Dieckmann) and develop it for school leaders so that they may transform their schools. It uses the framework and draws on recent small-scale research involving, 1,200 participants, undertaken by the authors into both a national programme in England and programmes for school leaders in China and Pakistan developed by UK Universities. This work initially examines participants perceptions of the impact of the programme on their leadership learning and changes in their leadership behaviours. The work further seeks to identify ways of confirming sustainable school improvement with quantitative and qualitative schooling outcomes as a result of the programme. An integral part of each programme design is the development of learning alliances and partnerships between schools and universities, national organisations, local education bureau and multi-agency collaboration. As a result of this research there are key findings which are explored which have relevance to those involved in designing, developing and evaluating leadership training programmes. The state of education in England, China and Pakistan and its relationship to what we know about effective leadership. The education system in England appears to be moving from one focused on standards which incorporates a narrow range of measurable targets for schools to a far broader one resting on the 5 lofty aspirations of The Childrens Act DfES (2004) where the health, safety, potential for achievement of economic well-being, the making a positive contributions and indeed the happiness of children are the judgement fields for schools and their leaders. Integrating the 2 potentially divergent aims of raising academic standards and meeting the broader agenda is a real challenge for all working in public service but especially for school leaders China is at a critical stage in its development. Major social and cultural changes are taking place in China as a market economy system forms, globalisation, the mass media and the internet impact cultural diversity and value pluralism emerge, politics decentralises and as family structures change (Qi Wanzue & Tang Hanwei 2004). Global competitiveness in order to cater for the demands of the international markets (Chan & Ka-Ho Mok 2001) is a major force driving changes. These seismic societal changes are rapidly steering education but are also being steered by the education system. There are tensions in China as there are in England. The movement to an international quality assurance system, that is an outcome of global competitiveness, has led to a focus on basic skills and testing. On the other hand there is an increasing realisation that creativity and independent thinking are important. Central control is being replaced with decentralisation and the growth of private education (Ka Ho 1997) in some areas particularly in Special Economic Zones such as Shenzhen. In Pakistan, the education system is more fragmented in the division between the State and Private sector. Recently the Government has been mirroring the private sector in ensuring training and development for its teachers. The future of Pakistan rests on is workforce and the aspiration to be full partners in the global knowledge society. Education in highly valued and seen in terms of social mobility. Two points have emerged regarding leadership of our schools in the 21st century. Firstly, leaders are critical in making a difference to their schools, and secondly leadership can no longer be a solitary activity. What is clear is that leadership can make a difference in achieving aims for schools whatever these may be. School leaders are seen as pivotal to school improvement (Leithwood and Levin et al 2005) However, this is not just the province to the headteacher. The importance of developing, nurturing talent and sharing leadership throughout the school is critical to transforming schools (Leithwood, Day, Sammons, Harris, Hopkins 2006). The focus of the current education agenda requires school leaders who are less managerial or transactional and more focused on leadership, leadership learning and transformation. Marsh (2000) claims that solitary leadership can be a directive and clinical view of instructional leadership and that this no longer fits the realities of time and workload for current education leaders. That view blocks the development of the collaborative leadership, culture and expertise needed for success in the reforms, and assumes that reforms can be aligned and packaged in outdated and rigid ways. Marsh suggests that a new role will emerge with three perspectives. The first is a role that takes regard of a cultural and organisation transformational perspective. The second perspective is that the role is strategic yet results driven but thirdly it is one that firmly links management support to educational improvement perspectives (p129). The links between leadership style and the culture of the organisation have moved thoughts towards the notion of leadership as transformational, having the potential to alter the culture context in which people work. Theoretically and conceptually transformational leadership has the potential to profoundly change how leaders behave and work within and outside their organisation (West et.al, 2000).This in turn demands transformative professional development programmes for those preparing for and those already in formal leadership roles that make possible transformational change in schools and in the lives of young people. The importance of criticality in transformational leadership Transformational leadership in relation to learning is an elusive concept. Transformation involves people changing in order to succeed within shifting environments but in the process remaining true to core beliefs. Transformational leadership is about the process as well as the purpose. Transformational leadership..searches for ways to help motivate followers by satisfying high-order needs and more fully engaging them in the process of work asserts Horner (2003:32). Burns (1978:37) maintains transformational leadership is about the ability of the leader to change subordinates by maximising the talents of each individual through a leadership posture sensitive to the needs of others. There appears some consensus in the literature that involves building a vision of a better future; establishing organisational goals; providing intellectual stimulation; offering individualised support; modelling values; seeking best practice and demonstrating expectations of high performance. Most significantly, transformational leadership entails creating a productive culture and developing structures to foster participation in decision-making (Leithwood, Jantzi and Steinach (1999). If these are some of the ingredients for transformation then critical perspectives, although often resisted, are essential for quality education. Questioning and critical analysis inevitably raises the issue of power. Who defines a better world? Some might argue that there is no place for criticality in school leadership. Their view might be that the job of schools in Western society has been and is to enculturate and socialise youth. Certainly the notion of leaders critically questioning in schools in China or Pakistan would not be encouraged by their respective governments. There is the view that those elected to power in government know best and school leaders need to do what they are paid to do unquestioningly. The world that all children go into is not simple, static, fair and perfect. It is complex, rapidly changing, unjust and damaged. It is in desperate need of care, nurturing and improvement. School leaders need to be able to see and evaluate the possibilities as far as they are known today but also be equipped to lead through what is coming and is, as yet, unknown. In this situation a moral compass becomes absolutely essential and the one that a school leader grasps needs to point in a direction that he or she wishes to travel in these difficult times and not just be one that they are trudging unquestioningly. These leaders have to engage their staff and students and do their best, in turn, to equip them with these abilities if they are to face their future with confidence. Although Shor and Freire (1987) acknowledge the limits of education on the political transformation of society, they also recognise that in the classroom the transformative focus may be more in relation to developing a critical lens and practicing application to hypothetical situations rather than actual life situations. However, school leaders have opportunities to put ideas into practice albeit with external political, social and economic constraints. Critical thinking is pivotal to becoming a leader alongside being a reflective practitioner, particularly one with a passion for social justice and equity however unpopular this stance may be with others. Leaders need to want and be able to question previously uncritically accepted assumptions, beliefs, values and perspectives in order to make them more open, accessible and validated. Freires concept of conscientization, Mezirows theory of perspective transformation and Habermass emancipatory action domain of learning resonate with Crantons view that Perspectives transformation is the process of becoming critically aware of how and why our assumptions have come to constrain the way we perceive, understand, and feel about the world; changing these structures of habitual expectation to make possible a more inclusive, discriminating, and integrating perspective; and finally, making choices or otherwise acting upon these new understandings (1997:22). To understand these concepts and put them into practice, leaders need to step outside the complexities of their situation and this is best done through professional learning experiences. The importance of transformative learning for transformational leadership All learning requires a change of state but not all change is transformational. Miller and Seller (1990) helpfully point out the differences between transmissional, transactional and transformational education. These may be equated to knowledge transfer, sharing and creation. There is a place for passing on information although it is not a simple process. There is also a place for transactional learning, which recognises that the learner is not a blank canvas and that experience and interaction with other learners is important. Although the differences between this and transformational learning are often blurred, the latter is more profound and deeper. This section explores some of the different models available related to transformative learning experiences. Mezirows theory of transformative learning, which is based on psychoanalytical theory (Boyd and Myers 1988) and critical social theory (Scott:1997) has three common themes the centrality of experience, rational discourse and critical reflection. He asserts that critical refection on experiences is necessary for individuals to change their meaning schemes (specific beliefs, attitudes and emotional reactions) and this can, in turn lead to perspective transformation. However these perspectives are acquired over a lifetime and, even if change is felt to be necessary and desirable, old habits die slowly. The meaning schemes of individuals do change routinely through learning as individuals most usually add to or integrate ideas within existing schemes. Less common is the replacement of old meaning schemes with new ones. Mezirow argues that deeper perspective transformation leading to transformative learning occurs much less frequently and is usually the result of a disorientating dilemma which is triggered by a major (life) crisis or transition although it may result from the accumulation of transformations in meaning schemes over a period of time (Mezirow 1995:50). Mezirows approach is one based on a logical, rational, analytical deconstruction of experience. He suggests that this can happen through a series of phases that begin with a disorientating dilemma and include self-examination, critical assessment of assumptions, recognition of shared transformations with others, exploration of new roles and actions, development of a plan of action, acquisition of new skills and knowledge for putting the plan into action, trying it out, developing competencies and self-confidence in new roles of the reintegration into life on the basis of new perspectives. Critics of Mezirows ideas claim that they are too rationally driven (Taylor 1988). Some see transformative learning as an intuitive, creative and emotional process (Grabov 1997:90). Others believe that it is a symbiotic process of rationality and emotion. Boyd and Myers (1988), for example, state that this process hinges on the notion of discernment, which is composed of the three activities of receptivity, recognition and grieving. First an individual must be open to receiving alternate expressions of meaning, and then recognise the message as authentic. Grieving is the critical phase of discernment and hence transformative learning when an individual realises that the old ways of seeing and dealing with the world are no longer relevant and s/he moves on to adopt new ways and finally integrates the new with the old. One of the most ambitious definitions of transformative learning, the precursor to transformative leadership is that of OSullivan (2003): Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings and actions. It is a shift of consciousness that dramatically and irreversibly alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awareness; our visions of alternative approaches to living; and our sense of possibilities for social justice, peace and personal joy Transformative learning is a deeply challenging, truly educational, intensely liberating process. It is a journey with no prospect of reaching a final destination. It is essential that our school leaders to embark upon it to shape their views of the world and of the schools that they run and the adults and children whom they lead. How then can transformational leadership be learned? There are proven ways. Burbules and Berks (1999) emphasise practising criticality as essential in educating leaders who might build learning communities and take the risks necessary to foster democracy and social justice rather than those teachers who play it safe by simply massaging the rhetoric (Greenan and Dieckmann 2004: 242). They stress four components to such learning; the ability to think outside conventional frameworks and to analyse across disciplines; maintenance of the essential tension of controversy; an interactive collaborative construction of meaning; and fallibilism (as with Ellsworths (1989) inability to know fully). Darder (1997) supports the idea the transformational development is possible by suggesting that in fostering a cultural critical pedagogy Students can learn to make problematic views of life; search for different ways to think about themselves; challenge their self-imposed as well as institutionally define limitations; affirm their cultural and individual strengths; and embrace possibilities for a better world (p342). One of the most useful analyses of opportunities for transformative learning is that by Greenan and Dieckmann (2004). They develop this in evaluating a teacher education course in the USA but their thinking has wider applications. They argue, based on the sorts of work of others discussed in this paper, that criticality underpins the process and that in turn there are three interrelated elements to this: A unique course structure that is founded on transformational learning enabling: Awakenings- the transformation of learners through the concepts explored, the personal and institutional epistemologies constructed and the reconstruction of identity through: Praxis- the intentional capacity to identify and implement alternatives(Miron and Lauria 1998 p 189) Figure 1 below (adapted from Greenan and Dieckmann) indicates the relationship between these elements and further deconstructs what these are:  SHAPE \* MERGEFORMAT  Figure 1: Concept Map of Transformation Themes and Relationships (from Greenan and Dieckmann 2004 p244) Transformative leadership programmes - the research Context This paper draws on three research projects undertaken by the authors who have extensive experience of facilitating leadership development programmes. Firstly, one of the authors of this paper coordinated an evaluation (Fawcett, Precey, Quintrell and Sieber 2007) into the longer-term impact of the New Visions programme. The National College for School Leadership (NCSL) New Visions programme was designed for primary, secondary and special school headteachers in their first three years of headship. It does not profess to be a training programme but rather is based on the belief that the opportunity for new headteachers to engage in innovative and collaborative enquiry over an extended period offers a powerful model for learning. The emphasis on knowledge creation, rather than knowledge transfer, will impact on headteachers thinking, practice and growth as leaders (New Visions Programme Guide). The programme was built upon the 10 propositions that underpin the work of the NCSL and is rooted in transformation and criticality. It recognises the significance of embedding specific patterns of leadership the early years of headship through a six-day programme spread over a year. Research into the impact of the programme took place in 2007 after it had been running for 4 years through 7 cohorts with 1,655 participants. It was felt that there had been a sufficient time gap between the end of the programme and the research period to try to judge any sustained impact of the programme on leaders behaviours and their schools development. This work drew and built on two independent projects provided both formative and summative evaluations of the pilot programmes for Cohorts 1 and 2 of the New Visions programme. These concluded that the programme did indeed have a significant impact on participants knowledge and skills and on their leadership practices, but had a limited effect on classroom practice and students outcomes (Bush et al 2003 and 2004). These pieces of research could only evaluate short-term (less than a year) impact. Secondly, the authors have been working separately designing, delivering and evaluating leadership programmes for Chinese and Pakistani school leaders. These have been held in England and China and Pakistan Over a two-year period the authors have worked with 70 Chinese school leaders and 50 Headteachers from Pakistan. The development programme with Nanshan Education District in Shenzhen in southeast China has involved some 30-40 school leaders each year attending a 2-week summer school in Canterbury, England. The programme consists of a wide variety of learning opportunities and methods including lectures, discussions, activities, school visits, research, writing a reflective learning journal and culminating in the production of an action plan for school improvement by each participant. A visit to Nanshan by the programme director in the autumn to evidence the changes combined with on-going advice from a member of the English Universitys staff based in Nanshan have helped to embed the learning and changes in schools. Working in Karachi and Lahore, Pakistan over fifty City School headteachers have been involved in a leadership programme. An initial five-day programme was followed up with a symposium after six months for the headteachers to present their development work and impact in their schools. The structure of the programme explored the values and vision of leadership and learning with a view of transforming City Schools in preparation for the future after thirty years of operation. The purpose of drawing together the research on these projects was to highlight how useful the conceptual model was in evaluating the English programme and further to enhance programme elements offered to the leaders in China and Pakistan. Moreover it enabled the authors to start to investigate if those elements had any further impact on transforming the leaders and their schools. The research journeys The methodology used in all three research projects was clear, well thought through and ethically sound. The challenges in conducting impact studies were both acknowledged and addressed. It is important to see the evaluations as research journeys in the sense that they were adaptive and flexible in relation to data collection whilst not losing sight of the point of the work and the need for authenticity (Bush 2005). In the case of New Visions the journey started by analysing the impact of the programme on a wide sample of participants across the whole country from all four cohorts using postal questionnaires. Phase 2 was a more detailed survey of a sample based on telephone interviews and phase 3 consisted of case studies written following visits by researchers to schools. These case studies began by asking the leaders about their experience of the programme and its impact on them and, as a result, of them on their schools. The research journey then involved seeking out evidence from others inside (staff, students, governors) and outside (such as Ofsted, the Government Inspection Department in England), the schools and from data (such as test scores, attendance and exclusion figures) as well as documentation to support the leaders views or not. Thus this study was an organic one that matched the changing needs of the commissioners (NCSL) and the emerging landscape of what was achievable and of use. The findings from each phase informed the approach and actions taken in the next and a progressive focusing strategy was thus used. In the end the bulk of the research time and energy went into phase 3 the writing of six case studies. All of the case studies (2 secondary, 3 primary and 1 special school) concerned leaders who had been in their first headship post for a short period of time (hence their involvement in New Visions). After an initial settling in (honeymoon) period this is often a time when leaders are tested by those around them. New headships are intrinsically challenging. This research led the team of researchers to headteachers with particular challenges either because of situations they inherited and/or because of the need to lead and manage change that had the potential to have a lasting negative impact. The Pakistan research has followed the initial stages of the NCSL research. In the first phase of this aspect of the research it has focused on evaluation analysis, symposium presentations and peer observations which were all conducted in Pakistan. The second part will focus on interviews with selected participants and Regional Directors to assess impact and these will form the second part of the research. The third and final stage will be to visit a selected number of headteachers and visit them in their schools after one year. In the case of the Chinese evaluation, participants perceptions of the impact of the programme were collected both during and at the end of the summer schools. More importantly, there were follow-up visits to 14 schools in Nanshan by the UK University staff (one of whom became based in Nanshan) to evaluate the impact of the leaders action plans for change that they wrote at the end of the summer school. The visits enabled the collection of rich data from lesson observations, interviews with key staff, scrutiny of students behaviour and attitudes and school environments and cultures. Further impressionistic evidence was gathered from conversations and relationships observed. Findings from the research Each of the programmes has raised important findings that are relevant for those designing transformative programmes for leaders. The research into the New Visions Programme for early headship highlighted its transformational nature in terms of the development of the school leaders studied and on their schools. The research and work with Chinese leaders and Pakistani Headteachers has given rise to similar findings. In all the research there emerge six significant inter-related ways in which this has happened: 1 Increased confidence levels of participants Confidence is a crucial aspect of effective leadership and is one of the intended learning outcomes of all the programmes in this research. The view of the leaders in the New Visions study, supported by evidence from others, is that their confidence to deal with the challenges they faced was greater than it might have been had they not participated in the training programme. This confidence came from the programme and from the way in which the learning was facilitated. A safe group, where participants can share sensitive information and feelings and find appropriate support and challenge, was highly significant in relation to how well these new leaders were able to deal with challenging situations back in their schools. Peer support, time for structured reflection and development and access to successful practitioners and models of best practice were important features of these groups. Appropriate criticality was central to this process. These important conditions were replicated on the Chinese summer school through carefully structured processes that enabled individuals to benefit from the group dynamics in an intensive experience. Action research, collaborative enquiry, focused school visits, reflective learning journals and a constant on-going dialogue were all part of this. The training programme in Pakistan was constructed to support the Pakistani headteachers to gain new levels of confidence. Subsequent evidence from the participants and others indicates that individuals have begun to display more confidence in their role and actions. 2 Clarity of moral purpose and values Another finding from the three research projects is that these new school leaders were clear as to why they were acting in the ways they were and which values were guiding their decisions and behaviours. The materials and processes within the programmes that dealt with moral purpose and values clearly made an impact, especially when participants had time and space to discuss, question and reflect on real issues for them within the group. Overall there is good evidence that the leaders on the New Visions programme have been able to develop and deepen their sense of moral purpose as a result of their engagement with the programmes. This is extremely significant in view of the need for them to lead change in their schools and in the light of the crucial importance of a clear sense of moral purpose in order to do this successfully. This area was of significant importance to those leaders working in Pakistan and China where they began to discover their moral purpose and values in a school system were they had been decided upon by the Government or Management Board. 3 Sharing leadership within their schools In the early years of leadership, particularly headship, there may be a tendency to adopt a singular, even autocratic approach to power and to taking and making decisions because of a view that having competed for the position to be a leader in an organisation then the power is, in a sense, the reward for this success. Moreover, it may be perceived that to share authority with those whom one does not yet know and trust is at least risky, at worst foolhardy. New leaders may also feel that it may be necessary for them to be seen personally as powerful leaders, perhaps even autocratic in order to get changes moving quickly soon after starting in the role. It was thus perhaps surprising that a clear finding of the New Visions research was that the leaders following the programme were committed to sharing leadership. It is also encouraging, in the light of the belief of NCSL and recent research (Leithwood et al 2006, Flintham 2007, Durrant 2007) that shared leadership is, in most circumstances, the best way to lead, to be able to evidence a strong commitment by these headteachers to putting shared leadership into practice so soon after starting in their posts. Those working in China developed a clear intention to improve teamwork based on the way that learning was organised on the summer school. Strategies were initiated and implemented by the school leaders to enable this to happen. Regular meetings to share ideas and regular and frequent lesson observations are already part of the modus operandi and these are now being built on to develop evidence-based, collaborative learning about leadership. In Pakistan were a little more reticent to take the concept of shared leadership from the theory into practice. Some of this is related to the standing of the teaching profession in the respective countries. Many of the teachers are untrained or working as a teacher until they get married and have a family. However, where that notion is being challenged then leaders are seeing transformational effect in their schools. As a result of their engagement in the development programmes participants seemed to be much clearer about why and how they wish to share leadership in their schools and, moreover, in the majority of cases have managed to achieve this in practice. 4 Resolute focus on students learning It could be argued that in the early stages of leadership student learning might not take precedence over financial budgeting and resourcing, restructuring staffing, building improvements, developing relationships with internal and external stakeholders and parents and, not least, students. Emergent leaders can easily be diverted from learning. Moreover, if someone is in a leadership position for a prolonged period their eye may go off the learning ball. Again, it is perhaps surprising in view of this context for new leaders that one of the strongest findings of the research in England and Asia was the way in which these school leaders put learning at the centre of their role in the school and at the core of the roles of their staff. This was true also for those long-standing Chinese leaders. Certainly the development programmes have been a powerful stimulus and support for them making their intentions to focus on student learning a reality in their schools. In the case of Nanshan, the leaders identified 3 particular areas in which they wanted to improve student learning: Adapting the curriculum. In China there is a heavy emphasis on the national curriculum and testing. As a result of the summer school, the school leaders were keener to effectively manage the tensions between the national priorities and individual development. As a result of the summer school individual student tracking using data has been adopted in some schools and some have focused more on creativity and personalised learning. One has created an activities afternoon where students may choose learning experiences not normally found in the formal curriculum. Improving the campus culture. Although new buildings with, often, first-class facilities, schools in Nanshan are large by English standards with the primary schools visited having 1000-1500 students. Also classes are large with not unusually 50 or more students. These present real challenges for school leaders but the summer school participants were eager to make changes even within these severe limitations. In particular the display of students work, creating more choice for students and improving punctuality for the start and end of lessons were ideas that they have effected. Motivating and stimulating learners. Some of the school leaders were impressed by what they saw in relation to student and parent voice. The notion of student leadership has been moved forward in a number of schools. 5 Staff as learners A further strong outcome of our programmes is the way in which the leaders valued and prioritised the professional development of their staff. Recent research (Leithwood et al 2006) affirms the importance of this role of school leaders in developing their staff. Thus the programmes have traveled beyond the group in terms of participants seeing their staff and themselves afresh as learners in their own right. They both valued the significance of this learning (including their own) and the materials and processes. There was the evidence that these new headteachers in England have taken their learning about leadership and school improvement gained back to develop communities of practice in their own schools in order to try to build lasting, mutually supportive relationships and enduring leadership habits. Moreover their knowledge and experiences of collaborative, enquiry-based learning and leadership were permeating their schools in planned ways. In China there is already time devoted to meetings of staff. An intention from the summer school was to use this time more for professional learning to meet teachers individual l needs rather than purely administration. Certainly for those working in Pakistan the opportunity to combine professional development with being practitioner researchers has translated into further evidenced based changes and developments in their schools. The research skills have shown to be invaluable as the leaders have worked with staff in developing their subject areas. 6. Transformation processes and impact Similarly to the assertion made by Senge (2000) collectively these improvements offer one further dimension, that of transformation in overall practice and the resultant impact on the schools. In some schools the whole culture has been shown to change, policies underpinned by a clear moral purpose and values driven, with critical analysis, reflection and, deep questioning offering a learning community a way forward. The process of working in this way has led to the capacity for improvement in some schools to be increased and thereby led to shared leadership in a very profound way. Transformative learning for transformational leaders relationships between the research and the conceptual model Using the Greenan and Dieckmann (2004) model, we analysed our data and other material for evidence of transformative learning. We sought evidence under the three headings regarding course structure and experience, first awakenings and praxis. Unique Course Structure and Experience The leadership programmes in this research were concerned with developing reflection and criticality in participants. The programme designs seek an approach which focuses on themes that impact on leadership such as Learning-Centred Leadership, Harmonising Leadership and Learning, Interpersonal or Relational Leadership, Leading Change, Creating Alignment, Learning for Inclusion, Building Leadership Capacity and Creating Communities for the Future. The programmes seek to enhance the confidence of participants in their early years of leadership through access to successful practitioners. Some of the comments made by participants evaluations are shown below (Table 1). It gave me practical, theoretical, psychological and moral support as I tried to sort out what it meant to be a headteacher. It was hugely beneficial to have the opportunity to discuss issues beyond the diocese and the local authority. A safe forum for external support. The talking/sharing/de-stressing was just what I needed. Really enjoyed the networking. This can often be a bit problematic for special school headteachers The New Visions group served as a problem-solving critical friend, I would sometimes wait for the next meeting before rushing in to a decision in school. Taking us from the abstract to the concrete has been invaluable (Pakistan) Using learning methods to stretch us (China)Table 1. Unique course structure and experience Other key elements for transformative learning such as shared power between participants and facilitators, discomfort within the safe space of the group, opportunities to construct meaning, to reconstruct participants personal narratives and develop new connections are present. Where possible the programmes in China and Pakistan have included work on practitioner research and an additional session after a period of time. This element is critical in ensuring the embedding of new practices and to assess the impact of the training and learning (Jackson and Lloyd: 2000). In Pakistan, for example, the final session has focused on what the participants have done in their schools in terms of the process of putting their new found knowledge into practice. These findings have then been presented to their fellow headteachers. The Chinese summer school ends with participants writing an action plan for improvement in their schools and this is evaluated with the support of the visiting tutor in the schools 4 months later and again after another year. Awakenings and first Steps There was evidence for these new ways of seeing the world by participants on all 3 programmes particularly for those in China and Pakistan where they were introduced to ideas that took them way beyond their current practice. Some of the comments made by participants evaluations are shown below (Table 2) I now understand that the vision thing is crucial and that I must make sure that our values are overt. Helped me to make the transition to being a headteacher after twelve years as a deputy-headteacher. The thing that stood out the most was the intellectual challenge that New Visions offered. Easy in the job to feel bogged down in mundane. The whole emphasis on reflection and keeping focussed on strategic direction. New Visions stimulated the identification and encouragement of leadership talent in the school got a lot of colleagues involved in NPQH It was relaxed at the start but there was more positive pressure as we progressed (Nanshan summer school) A community learning environment that I will remember always (Nanshan summer school) It has given a new perspective on leadership (Pakistan) Influenced my perspective to link and apply learning in context Pakistan)Table 2 Awakenings and first steps A particularly powerful aspect of the programme was the way in which these new leaders were equipped through reflection, discussion and the acquisition of language to articulate what they believed was right to do in their schools. For those working in Asia we were concerned how far the concepts which appeared to be accepted in England translated into practice in Pakistan and China. Praxis - Some of the comments made by participants evaluations are shown below (Table 3). Gave me a structure for examining the aims and values of my school. New Visions provided lots of thinking for me on learning issues that I was able to take into this new school. Using aspects of the training I can conduct workshops for my teachers and use the methodologies for how I approach my SDP (Pakistan) It will allow me to undertake research about how I have changed and how my school is changing (China)Table 3 Elements of Praxis The programme structure and the awakening process led to this for these transformed headteachers. An additional element of Praxis to the Greenan and Dieckmann model that these Asian programmes contained was the development of practitioner research skills and the assessment of impact. The programmes discussed did not set out to follow the Greenan and Dieckmann template and, in a sense, this comparison is post-event rationalisation. But, there is evidence from this research (evaluations, presentations, questionnaires, telephone interviews and case studies) that, at its most effective, in its design and experience for participants, these leadership programmes have met many of the criteria for transformative education as outlined by them. These components have relevance and meaning for leadership development programmes that seek to be transformative. When a programme creates the right context and processes for leadership learning it can have significant impacts on participants and their schools and those whom they serve. Some implications for the design, delivery and evaluation of transformative leadership learning programmes In looking at the research into these three leadership development programmes in relation to the Greenan and Dieckeman model we feel that the ideas are important to develop and apply if we wish to prepare leaders for the complex and uncertain world of schools in the future. The 3 interrelated elements form useful framework for the design, facilitation and evaluation of transformative leadership programmes. However we would wish to adapt and develop them in a number of ways. 1 Unique course structure A key feature is that processes and protocols used on such programmes are as important as content (Table 4) Interrelated ProcessesExamples of learning methodsPeer supportDevelopment of a community of practice (face to face, telephonic and e-based) Learning alliances Peer coaching and mentoringStructured reflection and criticalityStudy groups using Thinkpieces (based on recent research and provocative ideas) Appreciative enquiry Case studies Scenarios Leadership learning journalsProblem solvingAction learning setsDeveloping collaborative views of experience The use of artefacts photo-montageCo-construction of knowledgeDialogue Developing models of best practiceAnalysisDiagnostic instruments EnquiryAction research Focused school visits (intervisitations) QuestioningTable 4 Interrelated processes and examples of learning methods to assist transformative leadership learning 2 First Awakenings A necessary condition for effective transformative learning is high quality facilitation. Competencies for this are shown in Table 5. McClelland defines a competency as a personal characteristic, evidenced in (patterns of) behaviour that differentiate levels of performance in a given job, role, organization or culture (1973 p1-14) It is important to see these as competencies for the facilitator of the programme as well as those that are developed by participants as a result of the programme. A transformative learning programme needs to recognise and celebrate them as they grow in participants so that first awakenings contribute to the transformation of leaders. new (for the participants) content and concepts personal and professional connections (networking) initiating a sense of agency in participants (the desire and ability to get things done) accurate self assessment (being aware of ones own limitations and strengths) developing self confidence (belief in ones own ability) improving self management (ability to keep ones own emotion s in check) deepening empathy (the ability to sense others feelings and concerns) improving partnering (the ability to work collaboratively with others) pattern recognition (ability to identify themes and patterns of behavior and interactions) developing others (desire to help others develop their capabilities and realise their potential) non possessive warmth (care for an individual without taking ownership of their issues) Table 5 Facilitation aspects of transformative leadership learning programmes (adapted from Goleman 1998) 3 Praxis For New Visions and the China and Pakistan leadership programmes this has meant different elements as shown in Table 5. developing the habit of reflection and a critical lens construction of meaning gaining courage to apply simulations and practice back in school and to personal lives amending practice as a result of applying theory and co-construction of knowledge enhancing practice as a result of research  Table 6 Praxis elements of transformative leadership learning programmes The notion of a transformative learning programme for leaders is critical at a time when education is being significantly transformed across the world. We have taken a model developed in the USA to interpret the evaluations of 3 leadership development programmes. The research that led to the Greenan and Dieckmann model for transformative learning programmes was conducted with teacher educators whereas our learning situation was with school leaders. There are significant differences in working with leaders rather than students in training. Some of these concern the social spaces within which the leaders learn and then operate, the fact that they are already practitioners Also due to their role they hold significant power within their organisations. Research indicates that where participants hold positions of power in their organisations they are more likely to be able to implement new behaviours, processes and ways of working (Reeves: 2003; Jackson: 2003; and Jackson; 2004). Our thinking has led us to a re-evaluation of the Greenan and Dieckmann model and the creation a new conceptual map for transformative leadership development (Fig 2). We believe that it is worth developing this further particularly in relation to the construction of a framework for the design, facilitation and evaluation of such programmes.   Fig 2. New concept map of transformative learning for transformational leadership An education system that places most value on the achievement of a narrow range of apparently measurable student outcomes encourages a managerial approach where the main questions asked by those running schools are What do I have to do? How and By when? It rests on the false premises of predictability, reproduction and standardisation for a common future experience. A broader approach to education that has greater aspirations for human beings requires transformational leaders who start with the question Why? with criticality as the starting point although not denying the significance of those other questions. Schools in England, China and Pakistan have been placed at the centre of desired societal change and leadership, at all levels, and is seen as critical for any hope of achieving this. In all three countries there is still an emphasis on standards and performance in world rankings, but with a more profound interest in developing individuals. There remain contentious issues and challenging questions to answer: are we really moving to a genuine engagement with and promotion of criticality and transformational leadership in our schools? Or is it only acceptable to take risks if you succeed by the standards agenda? Do policy-makers and practitioners really want a system that genuinely encourages diversity, structured autonomy, supported innovation and intelligent accountability rather than compliance, micro-management and command and control? what is the relationship between rational, critical reflection and intuition and emotion in leadership? Are there links and if so, what are they, between transformative learning for leadership and transformation of schools? Have we fully identified the elements for designing transformative leadership programmes? Are their other components that would assist the process? When should such transformational leadership development take place? Is it too late when people have already become leaders? Should it be part of the way we train teachers (as leaders)? These questions can be best answered by those who have developed the habits and skills of transformational leadership underpinned by criticality. Although the dynamics of every situation differ this paper has sought to argue that carefully constructed conditions can be put in place that more likely to facilitate criticality and the development of transformational leaders who are best equipped to try to meet the enormous expectations placed upon our schools in the twenty-first century. Transformation has to be accomplished by those who dream about the reinvention of society, the recreation or reconstruction of society (Shor and Freire,1987:36) Given the will, we know sufficient about the development of leadership to enable those dreamers to design and deliver such a destiny. REFERENCES Boyd, R. D., and Myers, J. G. (1988) Transformative Education. International Journal of Lifelong Education 7(4) Burbules, N.C.,and Berk, R. (1999) Critical thinking and critical pedagogy: Relations, differences and limits. In Popkewitz, T. S. and Fendler, L. (eds): Critical theories in education: Changing terraines of knowledge and politics. 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PAGE  PAGE 1 Jackson and Precey IPDA 2007 NEW IDENTITY AND AGENCY Transformative learning programme for transformational leadership TRANSFORMATIONAL LEADERSHIP TRANSFORMATION OF ORGANISATION UNIQUE COURSE (content and processes, protocols and procedures) Emergent curriculum Peer support and Collaboration Structured reflection Criticality Problem solving Co-construction of knowledge Analysis Enquiry Over a period of time FIRST AWAKENINGS Novelty Networking Initiating a sense of agency Facilitation competencies PRAXIS (Iterative process) Amending and enhancing learning on the programme and practice in the workplace Opportunity for transformative learning Within the course Community of learners Construction of meaning Criticality Democratic Informality Emergent curriculum Within application in school Policy Programme Curriculum Training Transformation of society Apathy Denial Cynicism Transformation of students Praxis Political economy, social justice Diversity / equity (class, culture, gender etc) Concepts Diversity Culture Class Equity Power Oppression Epistemologies Institutional hegemony Personal discomfort Identity Agency Awakenings   "#$'>?@ABHpr6 F O    * + / 0 b c d }rbrh:NB*OJQJ\^Jphh:NOJQJ\^Jj h:NOJQJUh:N0JB*OJQJphj h:NOJQJUh:N5OJQJh:N5OJQJmH sH h:N5CJOJQJaJjh:NOJQJU&jh:NOJQJUmHnHsH ujh:NOJQJUh:NOJQJ& CDEFGHpqrst $ 1$a$$a$$ a$ 6 7 8 9 : ; < = > ? 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