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Leading and Managing for Development

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Leading and Managing for Development Monographs and Studies of the Jagiellonian University Institute of Public Affairs Leading and Managing for Development Edited by Roman Dorczak Kraków 2018 The publication was financed from the founds of the Jagiellonian University Faculty of Management and Social Communication Reviewers: prof. dr hab Łukasz Sułkowski dr hab. Vilmos Vass, Hungary Series editing: Chief Editor: dr hab. Ewa Bogacz-Wojtanowska, prof. UJ Secretary: dr Wioleta Karna Scientific Council: prof. dr hab. Łukasz Sułkowski – Chairman prof. dr hab. Aleksander Noworól dr hab. Grzegorz Baran dr hab. Zbysław Dobrowolski, prof. UJ dr hab. Roman Dorczak dr hab. Dariusz Grzybek prof. dr hab. Monika Kostera dr hab. Sławomir Magala dr hab. Grzegorz Mazurkiewicz prof. dr hab. Gra żyna Prawelska-Skrzypek prof. dr hab. Andrzej Szopa Publisher: Jagiellonian University Institute of Public Affairs ul. prof. Łojasiewicza 4, 30-348 Kraków tel. +48 12 664 55 44, fax + 48 12 644 58 59 e-mail: [email protected] www.isp.uj.edu.pl ISBN: 978-83-65688-23-1 ISBN: 978-83-65688-24-8 (e-book) © Copyright by by the Institute of Public Affairs Jagiellonian University 1st Edition, Kraków 2018 This publication or any of its fragments may not be reprinted without a written consent of the Publisher. 4 Leading and managing for development Table of contents Introduction ........................................................................................................................................... 5 Maria Mendel, The End of School? Educational leaders for public good in times of privatization .....................................................................................................................................6 Henryk Mizerek, What kind of evaluation do we need inside a school? .......................................... 15 Grzegorz Baran, The role of design thinking in education management as a design science ........ 25 Herman Siebens, Ethical leadership vs. upwards hostility ................................................................ 38 David Oldroyd, Leading education in the Anthropocene Epoch ...................................................... 52 Izabella Gorczyca, Łukasz Wróbel, On the Immeasurable Dimensions of Development at School ......................................................................................................................................................... 60 Aleksandra Tłu ściak-Deliowska, Creating a collaborative school culture to ensure the whole school development. Why it is important and why it’s not easy? ................................................... 71 Marzanna Farnicka, Inetta Nowosad, Changes in the press discourse (2000-2016) on the process of school development .............................................................................................................................. 80 Roksana Ulatowska, Joanna Kołodziejczyk, Values present in state requirements in the Polish Educational System and their perception by teachers. A report from research ........................... 91 Joanna Jarmu żek, Izabela Cytlak, Early school leaving and the processes of social exclusion – the role of mutual relations between education and social structure ........................................ 100 Roald Jensen, Dag Sørmo, Reidun Hoff-Jenssen, Kristin Høeg Karlsen, Teachers’ professional knowledge. A critical analysis of newly qualified teachers’ expectations and experiences ......... 108 Knut Ove Æsøy, Dag Sørmo, What about Tigger and Piglet in school today? - A metaphor about children with challenging behaviour . ............................................................................................... 117 Bozena Freund, Cooperation of Polish educational leaders with healthcare sector for student’s comprehensive development ............................................................................................................. 125 Małgorzata Marzec, The Meaning of Trust in Educational Leadership – Determinants of building trust in educational leadership ......................................................................................................... 132 Regina Lenart-Gansiniec, Understanding proactive leadership in crowdsourcing ....................... 143 Paweł Romaniuk, Impact of humanistic management on education, leadership, and public administration development management ...................................................................................... 153 5 Introduction Introduction Development can be seen as a central value pursued by educational management and leadership for schools as organizations. Individual personal development of students is the main aim of all of us working in education. But, at the same time, personal and professional development of teachers and educational leaders in schools is important, as is the development of teams and the organizational development of the entire school. Finally, it also implies the role of education in social development at community, regional, national and global levels, which is our long-term concern. Educational leadership and management have to be focused on all levels and aspects of development both in theory and practice. The following chapters of the book present different issues important from the perspective of development of educational management and leadership in contemporary context of schools and other organizations in public sector important for education. Monograph contains a selection of chapters based on presentations at ENIRDELM 2017 Conference held in Cracow, Poland, 14-17 September 2017 6 Leading and managing for development The End of School? Educational leaders for public good in times of privatization ∗ Maria Mendel 1 Abstract The time of the crisis of democracy is the liminal time for school, which will probably lead to the emergence of some stable configuration of its meaning. On the threshold of such emerging meaning, the role and the status of the traditional public school, open and engaged in the processes of social integration, is being questioned. In this context, one may pose the question concerning the end of public school and its possible inevitability. This question may be extended to the chances of school in general (public or not). If we define school through the lens of its engagement in the problems of the common world, such school should operate above social divisions. In this perspective, a school that is being privatised so that it is no longer publicly accessible, is no longer a school. Such practices of privatisation become commonplace nowadays. Does it really mean the end of the school? The argument presented here relates to the narrative of the headmaster of a public school that is run by a non-public entity. The fact that his school has maintained openness to the public may suggest a negative answer to the question of the end of the school. The concluding thesis is that the end of school as a public good is not inevitable due to the possible roles of leaders of re-organised schools. They are capable of inventing paradoxical, hybrid forms of schools. Irrespective of the formal status of such new schools, their leaders shape their character and can make them sites of practical democracy in mixed communities, and thus can block the drive to social homogenisation of their students and their neighbourhoods. Keywords: school leadership, public good, privatization, social cohesion, democracy. The end of school School is functional to society and what school is depends on condition of society. However, due to the currently on-going changes, school is perceived less and less as a public good, serving the development of not only individuals and groups but also of the entire society, enriched by the public and equal access to education. It becomes more and more difficult to see school as a manifestation of social diversity encountered in one place and united by a common goal. Therefore, I put forward the thesis that school as such is no longer school sensu stricto, as the foundation on which it has grown is accessibility of legally guaranteed and institutionally offered education. What I have in mind is the institution of school, formed throughout centuries and culturally universalized, among other things due to the compulsory education, introduced by the law in European countries in the 18th century (starting with Prussia that did it in 1763). Keeping the distance to the euro-centric character of such a way of thinking, it could still be continued and said that this cultural universalization – regardless of the increasing diversification – is manifested also today by associating school with a place of public ∗ Parts of this text are elaborated in the book: Mendel M.(2017): Pedagogika miejsca wspólnego. Miasto i szkoła [Pedagogy of Common Places. The City and the School], Gda ńsk: Wydawnictwo Naukowe KATEDRA 1 Faculty of Social Sciences, University of Gdansk, Poland. The end of school? Educational leaders for public good in times of privatization 7 education, or of social mixing at the same time. Even though the effect of the abovementioned diversification is adding adjectives, describing the emerging distinct types, the core of the meaning of school and the starting point for the creation of any differences with regard to it remains the same. It is school that openly fulfils its educational and social functions. In the light of the changes discussed above, I suggest ‘the end of school.’ It is difficult to be unambiguous here though. In this paper, I argue that the prophecies of ‘the end of school’
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