Sustaining the turnaround: what capacity building means in practice

Day, Christopher

Abstract

The purpose of this paper is to show how successful, sustained school improvement in schools in urban settings which serve highly disadvantaged communities relies upon the qualities and skills of their principals to engage, simultaneously, in capacity building at individual, collective and community levels. Definitions of capacity building as, ‘the interplay between personal abilities, interpersonal relationships, and organisational structures (Mitchell and Sackney, 2000:11) are limited in their application for they often fail to acknowledge that over the course of the time needed to build stable and successful learning and achievement environments, principals are likely to have to move through a number of ‘layered’ development phases, each one of which will contain priorities; and that during this change process, principals will likely also need to maintain, articulate and communicate a clear set of values upon which their strategies will be based.

Citation

Day, C. (2014). Sustaining the turnaround: what capacity building means in practice. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(1),

• Journal Article Type: Article
• Publication Date: Jan 1, 2014
• Deposit Date: Mar 24, 2016
• Publicly Available Date: Mar 24, 2016
• Journal: Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
• Electronic ISSN: 1696-4713
• Peer Reviewed: Not Peer Reviewed
• Volume: 12
• Issue: 1
• Keywords: School improvement, Turnaround, Capacity building.
• Public URL: https://nottingham-repository.worktribe.com/output/998263
• Publisher URL: http://www.rinace.net/reice/numeros/arts/vol12num5/art1.pdf