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School Leadersâ Sensemaking and Sensegiving
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In this book, Judith Norris presents a theoretical model that demonstrates a new approach to understanding how school leaders respond to conflicting expectations and demands. The idea of sensemaking and sensegiving is theoretically interesting and allows the reader to focus on how school leaders make sense, but also how they give sense to others in the complex conditions that educators now must negotiate. Like the Eucalyptus tree, educational leaders must adapt to their contradictory environments.
Written in the most accessible way, the theory and its application will likely appeal not only to researchers, but also to teachers and school administrators. Norris has created a real applicability to school leadership in various international contexts.
Written in the most accessible way, the theory and its application will likely appeal not only to researchers, but also to teachers and school administrators. Norris has created a real applicability to school leadership in various international contexts.
Judith M. Norris, Ed.D. (2017), Australian Catholic University, is Senior Lecturer of Educational Leadership Studies at that university. She has co-published with colleagues in educational leadership, blogging regularly for Master students and researching about and with school leaders.
"In closing, I want to express appreciation to Judith Norris for bringing attention to the complex, dynamic, and sometimes volatile demands placed on school leaders and for developing a theoretical model for principals to manage their often-competing professional expectations. [...] Norrisâs synthesis of the psycho-social processes of sensemaking and sensegiving, and their integration with related leadership and behavioral theories, offers a framework for leaders to manage their challenging conditions."
â Jennifer Martin Flewelling, Assistant Professor of education at Endicott College
â Jennifer Martin Flewelling, Assistant Professor of education at Endicott College
Preface
Acknowledgments
List of Figures, Tables and Memos
List of Abbreviations
About the Author
â1 Background
1 All in the Same Field
â1 The Need for This Book
â2 Purpose and Aims
â3 Metaphors
â4 Ecology and the Human Condition
â5 The Eucalyptus TreeâIts Attraction
â6 Australian Indigenous Peoplesâ Reciprocity with Trees
â7 Going Forward
2 Problem, Trigger, Conjectures
â1 The Underpinnings of the Model
â2 The Theoretical Model
â3 Core Category 1: Making Sense
â4 Core Category 2: Giving Sense
â5 Relationship between Making Sense and Giving Sense
3 Problem Re-namers
â1 Sensemaking
â2 Sensegiving
â3 Sensebreaking
â4 School Leadersâ Sensemaking and Sensegiving in Accountable Times
â5 The Theory of Planned Behaviour
â6 Application of Leadership to the Theory of Planned Behaviour (TPB)
â7 Bringing the Re -namers Together
4 Context: Not Everything, But Something
â1 Impact of Public Purpose on School Leadersâ Work
â2 Global Actors Impact on School Leadersâ Work
â3 National Actors Impact on School Leadersâ Work
â4 State and Jurisdictional Actors
â5 Secondary Schools in Australia: Changing Times
â6 Faith-Based: Dual Bind or Single Resolve?
â7 Principalsâ Interpretations of Their Accountability: Clashing Times
â8 Policy to Practice Gap
â9 School Leader Identity Formation
5 Educational Accountability: New Normal or Site of Struggle?
â1 Introducing Educational Accountability
â2 The New Normal: Site of Struggle?
â3 Typology of Accountability in Education
â4 Defining Educational Accountability
â5 Rationale for Accountability in Australian Schools
â6 The Mechanisms
â7 Accountability Stakes Drive into the Hearts of Educators
â8 Efffects of Educational Accountability on School Leaders
6 â⦠Somehow Frame Accountability to Make Sense of Itâ
â1 Contextualising
â2 Prioritising Referents: Account for What, to Whom and How
â3 Anomaly: Terence Prioritises Performance Results
â4 Anomaly: Prioritising the DeCourcy Instrument of Analysis
â5 Anomaly: The School System Expectations
â6 Conceptualising
7 The Lady of Light
â1 Sensegiving Acts: Persuading Teachers
â2 Anomaly: Principals Manage Demands by âCherry Pickingâ
â3 Anomaly: Principals Manage Demands through Target Setting
â4 Sensegiving Acts: Enacting the Leader Learner Identity
â5 Sensegiving Acts: Creating Cultures of Coherence
â6 Anomaly: Aspiring for Grades as Brilliance
â7 Anomaly: Principals Set Performance Results as Targets
â8 Sense Leaders: Sammy, Charmaine, Barry, and Leonie
8 Not How It Is, But How I See It Is
â1 Not How It Is, But How I See It Is
â2 Constraining, an Authoring Act
â3 School Leaders Framing Their External Demands
9 Credibility, Persuasion and Coherence
â1 Persuasive Devices: Narratives, Metaphors and Mantras
â2 Sensegiving Act of Articulating a Vision for Learning
â3 Sensegiving Act of Modelling Expertise
â4 Sensegiving Act of Facilitating Professional Learning Conversations
â5 Sensegiving Act: Reconciliation
â6 Sensegiving Act: Leaders Creating Coherence
â7 School Leaders Give Sense by Articulating Perspective
â8 Two Moderating Factors of School Leadersâ Sensegiving
â9 Theoretical Relationship between Leadersâ Sensemaking and Sensegiving
10 Sense Leaders: Ready for Any Catastrophe
â1 Eucaus Announces Nation -Wide Testing
â2 The Theoretical ELM in Situ
â3 Contributing to Further Research
â4 Implications and Recommendations
â5 Researching into the Future
â6 A Metaphor for School Leadersâ Sensemaking and Sensegiving
â7 Closing Remarks
References
Index
Acknowledgments
List of Figures, Tables and Memos
List of Abbreviations
About the Author
â1 Background
1 All in the Same Field
â1 The Need for This Book
â2 Purpose and Aims
â3 Metaphors
â4 Ecology and the Human Condition
â5 The Eucalyptus TreeâIts Attraction
â6 Australian Indigenous Peoplesâ Reciprocity with Trees
â7 Going Forward
2 Problem, Trigger, Conjectures
â1 The Underpinnings of the Model
â2 The Theoretical Model
â3 Core Category 1: Making Sense
â4 Core Category 2: Giving Sense
â5 Relationship between Making Sense and Giving Sense
3 Problem Re-namers
â1 Sensemaking
â2 Sensegiving
â3 Sensebreaking
â4 School Leadersâ Sensemaking and Sensegiving in Accountable Times
â5 The Theory of Planned Behaviour
â6 Application of Leadership to the Theory of Planned Behaviour (TPB)
â7 Bringing the Re -namers Together
4 Context: Not Everything, But Something
â1 Impact of Public Purpose on School Leadersâ Work
â2 Global Actors Impact on School Leadersâ Work
â3 National Actors Impact on School Leadersâ Work
â4 State and Jurisdictional Actors
â5 Secondary Schools in Australia: Changing Times
â6 Faith-Based: Dual Bind or Single Resolve?
â7 Principalsâ Interpretations of Their Accountability: Clashing Times
â8 Policy to Practice Gap
â9 School Leader Identity Formation
5 Educational Accountability: New Normal or Site of Struggle?
â1 Introducing Educational Accountability
â2 The New Normal: Site of Struggle?
â3 Typology of Accountability in Education
â4 Defining Educational Accountability
â5 Rationale for Accountability in Australian Schools
â6 The Mechanisms
â7 Accountability Stakes Drive into the Hearts of Educators
â8 Efffects of Educational Accountability on School Leaders
6 â⦠Somehow Frame Accountability to Make Sense of Itâ
â1 Contextualising
â2 Prioritising Referents: Account for What, to Whom and How
â3 Anomaly: Terence Prioritises Performance Results
â4 Anomaly: Prioritising the DeCourcy Instrument of Analysis
â5 Anomaly: The School System Expectations
â6 Conceptualising
7 The Lady of Light
â1 Sensegiving Acts: Persuading Teachers
â2 Anomaly: Principals Manage Demands by âCherry Pickingâ
â3 Anomaly: Principals Manage Demands through Target Setting
â4 Sensegiving Acts: Enacting the Leader Learner Identity
â5 Sensegiving Acts: Creating Cultures of Coherence
â6 Anomaly: Aspiring for Grades as Brilliance
â7 Anomaly: Principals Set Performance Results as Targets
â8 Sense Leaders: Sammy, Charmaine, Barry, and Leonie
8 Not How It Is, But How I See It Is
â1 Not How It Is, But How I See It Is
â2 Constraining, an Authoring Act
â3 School Leaders Framing Their External Demands
9 Credibility, Persuasion and Coherence
â1 Persuasive Devices: Narratives, Metaphors and Mantras
â2 Sensegiving Act of Articulating a Vision for Learning
â3 Sensegiving Act of Modelling Expertise
â4 Sensegiving Act of Facilitating Professional Learning Conversations
â5 Sensegiving Act: Reconciliation
â6 Sensegiving Act: Leaders Creating Coherence
â7 School Leaders Give Sense by Articulating Perspective
â8 Two Moderating Factors of School Leadersâ Sensegiving
â9 Theoretical Relationship between Leadersâ Sensemaking and Sensegiving
10 Sense Leaders: Ready for Any Catastrophe
â1 Eucaus Announces Nation -Wide Testing
â2 The Theoretical ELM in Situ
â3 Contributing to Further Research
â4 Implications and Recommendations
â5 Researching into the Future
â6 A Metaphor for School Leadersâ Sensemaking and Sensegiving
â7 Closing Remarks
References
Index
Those interested in the theoretical and application of educational leadership in various international contexts.