Collaborative Leadership in Extended Schools by Andy Coleman

By Andy Coleman

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Political leadership forms an important element of Paton and Vangen’s notion of collaborative thuggery (Paton and Vangen, 2004:3-4), which they view as an important element in the leadership of effective partnership working. According to Paton and Vangen, collaborative thuggery is concerned with the pragmatic actions that, on the face on it, appear to be anticollaborative but which are nevertheless essential to the overall health of the partnership. Examples of these included holding individuals to account, manipulating agendas, and playing the politics game.

Shared opportunities focused on specific issues are often used to great effect to encourage dialogue, understanding and the development of a common culture. A particularly important element of professional development centres on the means by which staff from other agencies are inducted into the school. The nature and structure of induction varied between the schools involved in the study, and many recognised that this was an area where they were continuing to learn and develop better practice. Induction and professional development are not areas which are governed by employment law (ACAS, 2005), and as such considerable variation will inevitably exist in organisations’ commitment to and use of them.

While it may not always be possible to facilitate such a comprehensive programme at the outset of an individual’s attachment, the broad principles of building mutual awareness and understanding are clearly critical and need to be addressed as quickly as possible once new members of staff are in place. , 2004:187). Increased integration One commonly adopted approach involved establishing the principle that the staff room is a shared resource, to be used by all individuals within the school. This has been found to provide a safe environment where colleagues from different agencies could come together and discuss a range of issues in an informal way.

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