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Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, [email protected] S. Sotiriou, [email protected] Ellinogermaniki Agogi Athens, Greece
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Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, [email protected] S. Sotiriou, [email protected] Ellinogermaniki Agogi.

Jan 02, 2016

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Page 1: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Exploring teacher’s innovative leadership

roles in small rural schoolsP. Koulouris, [email protected]

S. Sotiriou, [email protected] Agogi

Athens, Greece

Page 2: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Our focus here:

•New leadership roles teachers can play in small rural schools and beyond

Page 3: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Inviting the teacher to become a change agent in the community

• We believe that an informed, adequately prepared teacher of a small rural school can:– Catalyse innovation and development in the

school and the local community– Turn the school into a lively node supporting

lifelong learning for everyone– Make the school more responsive to the

growth and survival needs of its community– Develop responsible citizens and create

opportunities for tomorrow's rural leaders to emerge

Page 4: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Rural schools promoting personal and community

development• A skilful and devoted teacher may turn

known and emerging opportunities into an advantage for his students, himself/herself, the school, as well as the wider local community.

• Diverse roles that the remote rural school can play are recorded in the literature.

Page 5: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Diverse school roles

• Non-educational impact of schools on rural communities (Salant & Waller, 1998)

– multi-faceted school-community relationship

• positive economic and social impacts• a resource for community development• offering a delivery point for social services.

Page 6: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Links between education and rural development

• Educational attainment as a rural development strategy (Barkley, Henry, & Haizhen, 2005;

Beaulieu & Gibbs, 2005)– a better educated rural population leads to

greater economic growth

• Recent studies in the USA: – more rapid earnings and income growth in

rural counties with high educational levels – improving local schools can reverse the

tendency of loss of young adults through outmigration (‘rural brain drain’)

Page 7: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Community development: not only economic

• Economic, social & environmental well-being

• Miller (1995) on rural schools:– Working in partnership with local

leaders and residents– Giving students, working alongside

adults, meaningful opportunities to engage in community-based learning that serves the needs of both the community and the students.

Page 8: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Social capital: a crucial concept

• ‘Social capital’:– social organization and resources embedded in the social

structure of the rural communities, which can facilitate coordination and cooperation for mutual benefit, and thus community development.

• Social capital exerts a positive causal influence on economic development (Woodhouse, 2006).

• The school is an important element in the creation of community’s social capital (Miller, 1995)

– We should build and sustain strong linkages between the community and the school

– Rural communities may have a head start in developing these linkages: schools have traditionally played a central role in the life of the communities

Page 9: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Yes, but how?

Page 10: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

This remains a challenge

• A strong school-community partnership remains a major challenge:– this is not generally viewed as a

traditional element of schooling• Approaches are needed that cross

the boundaries traditionally separating the community as a place of learning from the school

Page 11: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Three approaches (Miller, 1995)

The school as a community centre– a resource for lifelong learning, a vehicle for the delivery of a wide

range of services– school resources (facilities, technology, well-educated staff) can

provide educational and retraining opportunities for the community.

The community as curriculum– Study of the community in its various dimensions. – Students generate information for community development by

conducting needs assessments, studying and monitoring environmental and land-use patterns, and by documenting local history through interviews and photo essays.

School-based enterprise– Developing entrepreneurial skills– Students not only identify potential service needs in their rural

communities, but actually establish a business to address those needs.

Page 12: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

The case of satellite broadband internet

• Let’s imagine that satellite broadband connectivity is made available to the school

• The teacher should be encouraged to: – turn it into advantage and

opportunity for all– promote the development

of a new culture among local citizens

Page 13: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

The teacher can turn the school into a “Learning Hub”, a gateway to knowledge and lifelong learning which will be open to everyone in

the community.Contact us to give you examples and ideas!

Page 14: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

So, teacher’s multiple roles

• Typically, the teacher is already:– Struggling daily in a demanding

school setting

– Maybe acting as the head of the small school

– Considered by the local people as a prominent member of the isolated community

Page 15: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Additional leadership roles

The teacher can also become:• The manager of change in an informal local

‘reform’• An instructional leader exploring new ways to

improve the quality of teaching and learning• A developer of links and synergies between

the school, the community and other schools in the area

• A facilitator of communities of learning in, around, and outside, the school

• The former and implementer of innovation matching local needs

Page 16: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Questions arising

• Obvious need for corresponding professional development:– Which form? What content precisely?

Which competences?• solutions and opportunities of the

Information Society• pedagogies specifically adaptable to the

‘unusual’ settings of the small rural school• Innovation• change management• local and rural community development,

etc.

Page 17: Exploring teacher’s innovative leadership roles in small rural schools P. Koulouris, pkoulouris@ea.gr S. Sotiriou, sotiriou@ea.gr Ellinogermaniki Agogi.

Questions arising

• Possible conflicts with the highly centralized educational system?– the teacher in this context is encouraged to

initiate and implement an informal local ‘educational reform’

– What if decentralisation and autonomy of school units is not encouraged by the system?

– Can this discrepancy be a source of tension? – What can we practically do to convince the

others and overcome such obstacles?