The Collaborative SchoolThe Collaborative Schoolprincipals views on collaboration forms as a principals views on collaboration forms as a

readiness for capacity buildingreadiness for capacity building

Conny BjörkmanConny Björkman

Mid Sweden UniversityMid Sweden University

Readiness for capacity building in Readiness for capacity building in schoolsschools

Capacity building: Capacity building: aa collective, and context collective, and context bound, process in a school to enhance bound, process in a school to enhance improvement improvement

Readiness for capacity building:Readiness for capacity building: schools schools collective, structural, cultural, and collective, structural, cultural, and leadership readiness needed, in a certain leadership readiness needed, in a certain context, to enhance capacity buildingcontext, to enhance capacity building

AimAim

To present descriptions and analysis of To present descriptions and analysis of qualitative empirical data, on principals´ qualitative empirical data, on principals´ views on the structure and culture of their views on the structure and culture of their schools´ internal and external collaboration schools´ internal and external collaboration forms, as a collective readiness for capacity forms, as a collective readiness for capacity building.building.

Data collectionData collection

Team of three researchersTeam of three researchers

Individual interviewsIndividual interviews

The qualitative process of analysingThe qualitative process of analysing

From empirical conceptions to theoretical conceptsFrom empirical conceptions to theoretical concepts

Structure and cultureStructure and culture

Leadership, Work team, TeacherLeadership, Work team, Teacher

Two categories of principalsTwo categories of principals´views´views

A:A: The structure and culture of collaboration The structure and culture of collaboration forms are based on a leadership that forms are based on a leadership that distributes responsibility to teamsdistributes responsibility to teams

B:B: The structure and culture of collaboration The structure and culture of collaboration forms are based on a leadership that forms are based on a leadership that delegates tasks to individualsdelegates tasks to individuals

Internal collaboration formsInternal collaboration forms

Category ACategory A (distributed responsibility) (distributed responsibility)

- 21 principals out of 27- 21 principals out of 27- a common vision for the school- a common vision for the school- difficult to run the school alone- difficult to run the school alone- too strong teams- too strong teams- teams are weak on problem solving- teams are weak on problem solving- teams autonomy- teams autonomy

Internal collaboration formsInternal collaboration forms

Category B:Category B: (delegating tasks) (delegating tasks)

- 6 principals out of 27- 6 principals out of 27

- teachers obstruct team work- teachers obstruct team work

- an individualistic team culture- an individualistic team culture

- too small schools- too small schools

External collaboration formsExternal collaboration forms

Category B:Category B: (delegating tasks) (delegating tasks)

- 25 principals out of 25- 25 principals out of 25

- leadership administrate and individual fiery - leadership administrate and individual fiery spirites do the practicespirites do the practice

- engaged principals that do not do- engaged principals that do not do

- close connection to compulsory every day work- close connection to compulsory every day work

- 40 % have international collaboration- 40 % have international collaboration

Final conclusionsFinal conclusions11

* a clear, common, and communicated * a clear, common, and communicated visionvision

* a distributed leadership* a distributed leadership* a clear internal communication structure* a clear internal communication structure* a clear internal collaboration structure* a clear internal collaboration structure* an open and common collaboration * an open and common collaboration cultureculture* a school connected to the outside world* a school connected to the outside world

Final conclusionsFinal conclusions22

* * Internal collaboration forms:Internal collaboration forms:- 78% of the principals develop a collective - 78% of the principals develop a collective readiness for capacity building in their readiness for capacity building in their schoolsschools

* External collaboration forms:* External collaboration forms:- None of the principals develop a collective - None of the principals develop a collective readiness for capacity building in their readiness for capacity building in their schoolsschools

Thank you so much for your Thank you so much for your attention. I appreciate your attention. I appreciate your

critical support!critical support!connyconny..bjorkmanbjorkman@@miunmiun.se.se

This paper is part of the research project "Structure, culture, leadership:prerequisites for successful schools?" at the Centre for Principal Development, Umeå university led by professor Olof Johansson with co-directors associated professor Jonas Höög, Umeå university, professor Leif Lindberg, Växjö university and associated professor Anders Olofsson, Mid Sweden university, Campus Härnösand. The project is financed by the Swedish Research Council.