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Collaborative professionalism and Leading from the Middle in an era of complex policy change

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Revue internationale d’éducation de Sèvres

Colloque 2019 : Conditions de réussite des réformes en éducation

Collaborative professionalism and Leading from the Middle in an era of complex policy change

Andy Hargreaves

Electronic version

URL: http://journals.openedition.org/ries/7490 ISSN: 2261-4265

Publisher

Centre international d'études pédagogiques

Electronic reference

Andy Hargreaves, « Collaborative professionalism and Leading from the Middle in an era of complex policy change », Revue internationale d’éducation de Sèvres [Online], The conditions for successful education reforms (12–14 June 2019, CIEP), Online since 11 June 2019, connection on 11 June 2019.

URL : http://journals.openedition.org/ries/7490

This text was automatically generated on 11 June 2019.

© Tous droits réservés

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Collaborative professionalism and Leading from the Middle in an era of complex policy change

Andy Hargreaves

1 During the first two decades of the 21st century, the major push behind educational reform has been to raise tested achievement results in basic areas like literacy and mathematics, and increase equity by narrowing achievement gaps. We are now entering a new age where the social and educational challenges are different and even more serious, and where the means to resolve them are changing. Relying on evidence from Ontario, this contribution examines two interrelated areas for policy change: assessment reform, and a strategy of improvement through collaborative professionalism and leading from the middle. The latter, in particular, presents promising avenues for creating a system of governance that facilitates the implementation of educational reforms.

BIBLIOGRAPHY

HARGREAVES A. & O’CONNOR M.T. (2019): “The 4Bs: How to adapt other people’s practices and make them stick”, The Learning Professional, June.

HARGREAVES A. & O’CONNOR M.T. (2018): “Solidarity with Solidity, the case for collaborative professionalism”, Phi Delta Kappa, Vol. 100, Issue 1, pp. 20-24. https://journals.sagepub.com/doi/

abs/10.1177/0031721718797116?journalCode=pdka

HARGREAVES A. & O’CONNOR M.T. (2018): Collaborative Professionalism, Corwin.

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HARGREAVES A. & SHIRLEY D (2018): Well-being and Success: opposites that need to attract, Education Canada, Winter, November 29. https://www.edcan.ca/articles/well-being-and-success/

HARGREAVES A., SHIRLEY D., WANGIA S., BACON C., & D’ANGELO M. (2018): Leading from the Middle, Executive Summary, Council of Directors of Education, Ontario. [online] http://ccsli.ca/

downloads/2018-Leading_From_the_Middle_Summary_Final-EN.pdf

INDEX

Mots-clés: évaluation, politique éducative, progrès scolaire, réforme, gouvernance Geographical index: États-Unis, Ontario

Palabras claves: evaluación, política educacional, progreso académico, reforma, gobernabilidad Keywords: evaluation, educational policy, academic progress, reform, governance

AUTHOR

ANDY HARGREAVES

University of Ottawa, Canada and Boston College, USA

Andy Hargreaves is Visiting Professor at the University of Ottawa and Research Professor at Boston College. He is a former president of the International Congress of School Effectiveness and Improvement, founding editor-in-chief of the Journal of Professional Capital and Community, education advisor to the Premier of Ontario and the First Minister of Scotland, and founder of the Atlantic Rim Collaboratory (ARC), a group of nine nations committed to broadly defined

excellence, equity, wellbeing, inclusion, democracy and human rights (www.atrico.org). He has consulted with the OECD, the World Bank, governments, universities and teacher unions worldwide. Andy has published more than 30 books and has received multiple awards. He holds Honorary Doctorates from the Education University of Hong Kong and the University of Uppsala in Sweden. He is a Fellow of the Royal Society of Arts. hargraen@bc.edu

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