Educational Systems Learning under Challenging Circumstances: Global Perspectives, Collaboration and Local Solutions for Reimagining Schooling

Amaranta Valencia, 1, 1, 2, Maud Seghers1, Mariane Frenay2, 1;Aura Lopez;Sofie Cabus;März, Virginie;Fernando Cargua;et.al.
(2023) International Congress for School Effectiveness and Improvement (ICSEI) — Location: Chile (10.January.2023)

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  • Amaranta Valencia, 1, 1, 2, Maud Seghers1, Mariane Frenay2, 1VVOB
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  • Aura LopezVVOB
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  • Sofie CabusVVOB
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  • März, Virginieorcid-logoUCLouvain
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  • Frenay, Marianeorcid-logoUCLouvain
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  • Fernando CarguaVVOB
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Abstract
School leadership has taken on renewed importance in educational debates in the Latin American region. The growing recognition of school leaders as critical (f)actors in educational improvement is visible in emerging leadership policies as well as national and regional research agendas (Flessa et al., 2017; Flessa & Weinstein, 2018). Also in the Ecuadorian context, there is a call to strengthen school leadership. Over the period 2017-2021, the Ministry of Education and VVOB have worked hand in hand on professional standards and continuous professional development (CPD) for school leaders, with a focus on CPD for school leaders in secondary technical and vocational education and training (TVET). The framework co-developed at the outset combined two key concepts. For one, distributed leadership was identified as a promising model for Ecuadorian TVET-schools – i.e., with principals no longer expected to be the only ones to achieve the school’s educational goals, but rather to distribute leadership across the school team and even the wider community (Devos et al., 2014; Harris & Jones, 2020; Spillane, 2005). While engrained in Ecuador’s professional standards through school leaders’ responsibility for the so-called Código de Convivencia of their school, top-down leadership styles have been the norm (Macías & Guzmán, 2016). Understandably, many school leaders need support to shift to a different way of working. Second, the framework proposed PLCs as an effective way to contribute to leadership development, and sustainable educational change. Research on professional development models identifies collaborative knowledge development and exchange as being important for effective professional development (Daniëls et al., 2019; Stoll et al., 2006). Through professional interactions, education professionals deepen their understanding of new educational practices (Rincón-Gallardo & Fullan, 2016). This framework for research and practice informed the following questions: • How does leadership practice change as a result of participation in a PLC? • What are the conditions that determine the implementation of PLCs? • What are the conditions that enable or constrain the sustainability and scalability of PLCs? To answer the research questions, we conducted an exploratory multiple case study combining semi-structured interviews with PLC facilitators (N=5), 13 online focus group discussions with school leaders (N52) of four purposively selected PLCs and an online questionnaire among school leaders from 23 PLCs (N=198). The results show how participation in PLCs contributed to a change in leadership perceptions. School leaders developed a particular distributed leadership style, adapted to the context of TVET-schools: sharing leadership with community leaders and other principals. School leaders also transferred the methodologies used in the PLCs to their schools, as a way to contribute to school improvement. Moreover, our data show that despite the challenging context (budget cuts, policy reforms, COVID-19) and unfavorable structural conditions (rotation, lack of resources and support from the district), school principals were strongly engaged in PLCs because they develop social as well as human capital. Finally, for PLCs to be sustainable and scalable, we identified the importance of external facilitators combined with increased shared responsibility within the PLCs. We will end with suggestions for policy, practice, and future research.
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Amaranta Valencia, 1. 1. 2. M. S. M. F. 1., Aura Lopez, Sofie Cabus, März, V., Maud Seghers, Frenay, M., & Fernando Cargua. (2023). Educational Systems Learning under Challenging Circumstances: Global Perspectives, Collaboration and Local Solutions for Reimagining Schooling. International Congress for School Effectiveness and Improvement (ICSEI), Chile. https://hdl.handle.net/2078.5/105598