Leadership for 21st Century Learning

image of Leadership for 21st Century Learning

This is the latest of the influential series of OECD reports on Innovative Learning Environments. “Learning leadership” is fundamental because it is about setting direction, taking responsibility for putting learning at the centre and keeping it there. This becomes increasingly complex in 21st century settings, calling for innovation and going beyond the heroics of individual leaders. Many need to be involved, bringing in diverse partners at different levels.

This is all explored in this volume. It clarifies the concepts and the dimensions of learning leadership, relating it to extensive international research and identifying promising strategies to promote it. Specific examples are drawn from Austria, Australia, Canada, Israel, Norway, Singapore, Spain, the United Kingdom and the United States. There is an extensive overview that addresses the “why, what, how, who, where, and when” of learning leadership. Among the international experts contributing to this volume are James Spillane, John MacBeath, Louise Stoll, and Clive Dimmock.

This report will prove to be a valuable resource for all those interested in schooling. It will be of particular interest to teachers and teacher educators, advisors and researchers, the voluntary sector and teacher associations, and, first and foremost, education leaders themselves.



Promoting learning leadership in Catalonia and beyond

Centre for Educational Research and Innovation

This chapter by Anna Jolonch, Màrius Martínez, and Joan Badia describes a research and development initiative that is both international in reach and aimed at creating the conditions for innovative leadership in Catalonia in Spain. It describes the rationale, methods and lessons learnt in the collaboration between the Jaume Bofill Foundation and the OECD’s ILE project, and how that has resulted in cross-fertilisation and sharing benefits across the different local, regional, national and international arenas. Within Catalonia, an important aspect of the work has been a research study, clarifying concepts and conducting fieldwork in six sites which are exemplary and innovative in their learning leadership yet with typical school profiles. The research examined a set of key dimensions, including: the origins and role of identifiable innovation projects, professionals’ attitudes, the role of the management team, teacher leadership, learner leadership, family and community participation, and reshaping the curriculum. It discusses the use of the research in context.


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