Planlægning som styrker skoleudvikling på erhvervsuddannelser
Udvikling af skolelederes planlægningskompetencer
DOI:
https://doi.org/10.7577/sjvd.5998Emneord (Nøkkelord):
School Improvement, School Leaders, Planning Practices, School-University PartnershipsSammendrag
I artiklen beskriver vi virkningen af eksternt initierede interventioner på skoleudvikling inden for erhvervsuddannelsesområdet (VET). Vi beskriver interventionernes virkning på skoleledernes planlægningspraksis. Baseret på empirisk materiale fra et longitudinelt forsknings- og udviklingsprojekt, der involverer syv partnerskaber mellem skoler og universiteter, argumenterer vi for, at interventioner, hvor forskere og skoleledelsesteams samarbejder under planlægningsprocessen, kan kvalificere skoleudviklingsprojekter. Artiklen bygger på et litteraturstudie, der undersøger de faktorer, som har betydning for skoleudvikling inden for VET. Litteraturstudiet viser at planlægning er en central opgave for skoleledere i forbindelse med skoleudviklingsinitiativer. Artiklen beskriver indholdet, formen og resultaterne af interventionerne og argumenterer for, at sådanne interventioner kan forbedre kvaliteten af skoleudviklingen. Interventionerne som undersøges i artiklen, er udviklet på baggrund af en forståelse af planlægning som en kontinuerlig opgave når skoleledere varetager skoleudvikling. Gennem interventionerne udvikles lederes planlægningskompetencer. Vi beskriver, hvordan interventionerne styrker den formative evaluering på skolerne og hvordan de støtter lærernes involvering i skoleudviklingen. Vi beskriver faktorer, der kan hæmme succesfulde planlægningsinterventioner. Vi finder at manglende tillid mellem forskere og skoleledere og skolelederes fastholdelse af egne udviklingsmodeller, vanskeliggør kompetenceudviklingen. Studiet bidrager med ny viden om, hvordan skoleledere kan kompetenceudvikles med henblik på at kvalificere skoleudvikling inden for VET.
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