This Article Focuses on Testing the Effectiveness of Electronic Communication to Enhance

Webber, C. & Robertson, J. (1998, December 10). Boundary breaking: An emergent model for leadership development. Educational Policy Analysis Archives, 6(21). Retrieved October 20, 2004, from http://epaa.asu.edu/epaa/v6n21.html

This article focuses on testing the effectiveness of electronic communication to enhance learning for graduate teaching practices in leadership education. Although not directly related to the effective leadership issues at hand, the article does discuss the following elements central to any discussion of leadership in schools:

Critical: Ongoing support  Mentoring programs  Professional partnerships  Study groups

Problem Solving for Leadership issue requires a global perspective, a willingness to look to other countries for solutions.

Universal issues:  “Increased educator accountability through, for example, expanded student and teacher evaluation programs” (p. 3).  “Shared confusion among educators in both countries about the definition of educational quality, a concerted effort by governments in Alberta and New South Wales to avoid educator involvement in decision making, and a negative impact on the morale, professional growth, and career ambitions of teachers” (p. 3).

Theory  Apply constructive models to leadership training and ongoing support  Professional networks: “the very survival of professional networks depends upon collaboration among members which, in turn, may facilitate a strong sense of community that Bell (1997) stated is necessary for successful teamwork. Importantly, networks that cross organizational boundaries may foster stakeholder relationships that are mutually beneficial, egalitarian, and safe” (p. 3).  Successful networks o Maintain focus; stay on task or purpose o Regular communication o Simple, inexpensive – keeping costs contained may increase longevity of network o Network functions as an active dialogue providing a feedback loop of information and support o Establishing trust enables participants to engage freely in dialogue o “The end result, according to Smith and Wigginton (1991), can be a sense among participants of being a significant part of a larger movement” (p. 4).

Tools  Electronic network sources used as a conduit for communication o Especially useful in diverse settings (exchange between urban districts in different cities or between multiple rural districts) o Canadian program called School Net o New Zealand program called Leaders-Net

Study findings  “The fact that there were similar issues being confronted by educators across the Commonwealth was also noted as a positive outcome of the project as it gave the students opportunities for collective construction of meaning” (p. 8).  “Early in the project students in New Zealand asked for profiles of their Canadian counterparts as they felt they were writing to an unknown audience and initially found this difficult. They felt they needed a greater knowledge about their counterparts' interests, educational positions and professional issues…On the other hand, others found that writing to an unknown audience made things easier” (p. 8).  “The findings indicated that they could see that it could make a valuable contribution to their continuing professional development well after the assignment or course of study was over” (p. 9).  Many participants were able to reflect on their practice, reevaluate previous understandings, and reach new solutions.  Table 1 (p. 14-15) can be used as a model with the ‘student’ and ‘instructor’ roles replaced with school leader and mentor respectively.  Individual participants should have control over issues for discussion to allow for relevancy (p. 17). Table 1 Boundary Breaking: An Emergent Model for Leadership Development Attribute Student Role Instructor Role Implications

Construction of  Rigorous reflection  Examination of instructional  Co-learning meaning  Active ‘listening’ practice  Reduced hierarchy  Juxtaposition of self & others  Reduced role as information provider

Provision of a forum  Challenging debate  ‘Public teaching’  Potential discomfort for discussion  Public expression  Asynchronous communication  Technological infrastructure  Self-evaluation  Redefinition of ‘courses’  Computer skill development  Risk taking  Shared evaluation  Seamless integration of  Cross-role dialogue technology

Validation of personal  Exploration of practical  Acceptance of practice-based  Confluence of theory & knowledge experience knowledge practice  Analysis of personal beliefs  Contextualized theory  Reduced status differential  Articulation of assumptions  Critical analysis of relevant theory & research

Generative approach to  Active involvement  Trust in process  Flexible course structure learning  Examination of personal  Reduced intervention  Varied evaluations practice  Less control  Issue relevancy  New metaphors for practice  Diverse student needs for  Contextualized participation information

Formal & informal  Enhanced locus of control  Shared leadership  Expanded participant profile leadership  Embraced stress  Modeled leadership  Shared responsibility for  Clarification of leadership learning practices

Sense of community  Links to colleagues outside  Attended to affective behaviors  Reduced teacher isolation classes  Encouragement  Global community  Consideration of ‘others’  Attention to safety  Enhanced local community  Cross-role dialogue  Pastoral care

Growth of a  Seeking cognitive dissonance  Imaging of alternatives  Pushing the edges of beliefs counterculture  Scrutiny of the heretofore  Creating opportunities to & practices accepted question and imagine  Possibilizing

International  Cross-cultural analysis  Collaboration with compatible  ‘Big picture’ focus perspectives  Reconsideration of personal instructors  Alternative perspectives contexts  Provision of materials  Integration with local & national communities