a) Analyze the extent to which David Hopkins’s Model: ‘Every School a Great gives a framework for sustained development, a coherent strategy and for a better understanding of the role of school heads. Give illustrations to support your answer.
b) Schools acting alone can’t accomplish change on the scale of transformation under conditions prevailing in the twenty-first Century societies. (Brian Caldwell, 2006). Analyze critically this statement by using a ‘typology of networked intelligence’ as a framework. Give illustrations to validate your answer.
c) Examine the extent to which ‘distributed leadership’ (Brian Caldwell, 2006) can improve the efficacy and efficiency of the school system. Give illustrations to validate your answer.
problem 2: Increasing the stakes in schools needs transformation as ‘significant, systematic, sustained change which secures high level accomplishments for all students in all settings’ (Brian Caldwell, 2006). Analyze this statement in the framework of governance, organizational capital and ‘knowledge work and knowledge workers’ (Peter Drucker, 1999).
problem 3: Define the concept ‘Master Strategist’ (Ketan Patel, 2005) and examine the extent to which this concept, its power, aim and principle, can be replicated in our schools.
problem 4: Examine the correct micro-planning strategies for effective and efficient design and implementation of a School Development Plan. Describe your answer with illustrations.
problem 5: Professional learning, instead of professional development, seems to be a more helpful construct to drive teacher enhancement (Peter Cole, 2004). Analyze this statement with respect to the new professionalism needed to promote performance of teachers as a key decisive actor.