Abstract
This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory applicationin an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratoryapplication in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.
Highlights
Aspirations for educational systems and what schools can accomplish seem to be moving apart (Bryk, 2015, p. 467)
This paper aims to introduce the innovative model FieldTransFormation360 to explore the personal mastery of educational leaders and to present the first empirical findings from its exploratory application in an Austrian leadership context
In line with the aims and expectations of the professionalisation of leaders in Austria, the self-assessment instrument was developed according to the theory of FTF360, assuming that all educational leaders as a community should reach a common systemic position between 3 and 4 points
Summary
Aspirations for educational systems and what schools can accomplish seem to be moving apart (Bryk, 2015, p. 467). -called transformative models have been introduced, which are closely linked to the concept of learning organisations. In such an understanding, both teacher learning and the learning of educational leaders can be seen as transformative processes, which means that interventions affect how they think and act in everyday work. In the education system, school leadership can influence teachers with regards to their values (Sergiovanni, 1992), their approach to learning (Townsend & MacBeath, 2011) and, last but not least, leadership can be essential to improve the efficiency and equity of schooling Gurr (2015, p. 145) stresses the importance of the school context and how school leaders actively influence this through developing a shared vision and mission and a positive culture, having appropriate structures, people and processes in the school, the active engagement of stakeholders within and outside the school, and the promotion of high expectations for all
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