FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 22
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ALGUNAS PERSPECTIVAS EN LIDERAZGO ESCOLAR / PRIMERA PARTE
School Leadership for
Whole Child Development
TONY
BUSH
PROFESSOR OF
EDUCATIONAL
LEADERSHIP AT THE
UNIVERSITY OF
NOTTINGHAM
—
UK
—
DISPONIBLE EN
›
ESPAÑOL —
ABSTRACT
This paper explores key aspects required to foster leadership for
whole child development. The need for a holistic approach to child
development has intensioed following the Covid-19 pandemic, as
welfare issues became more prominent and more urgent. Recognition
that schools and student outcomes cannot be assessed only through
public examination results was enhanced through this challenging
period. The four 8fundamental domains9 are key to this orientation:
rethinking the school, considering the organization from a systemic
approach, reviewing the curriculum under a competency-based
perspective and promoting the development of all members of the
educational community take part of this holistic vision.
Vision is always central to developing and communicating a sense of
purpose and this may be even more important following the pandemic.
It should be wide-ranging but may include broadening the curriculum,
so that the narrow aspects featured in the PISA rankings, language,
mathematics and science, are matched by a focus on sport, drama and
music, for example, to develop the whole child. In addition, traditional
monitoring activities associated with instructional leadership, designed
to improve classroom practice, should be combined with revitalising the
school community, including parents and students, as well as teachers.
This whole child approach requires a nexible approach to leadership
that goes beyond traditional bureaucratic and transactional models
to empower all stakeholders through transformational and distributed
approaches.
