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Shifting Schools From Strategy to Foresight: Infusing Educational Leadership With Futurist Thinking, Planning, and Action
Abstract
In this chapter the authors use the impacts of the global pandemic on educational systems as a muse to highlight the need for educational leaders to transition from strategic planning to foresight thinking. They analyze the shortcomings of traditional bureaucratic models and emphasize the importance of adaptive leadership in addressing contemporary challenges. They present the Three Horizons Framework as a tool for envisioning long-term educational innovations and integrating foresight into school leadership. By examining issues like teacher shortages, school choice, and facilities management, the chapter provides practical steps for fostering a future-focused mindset in educational environments, urging leaders to embrace innovation, adapt to emerging trends, and cultivate resilience in the face of an ever-evolving educational landscape.
... The present work hypothesizes the direct effects of CA on FO, CDMSE, and LS. By fostering a forward-thinking mindset, FO enables people with high CA to set long-term career objectives and determination to attain them (Balser and Tafuro, 2025). Likewise, CA increases CDMSE by developing confidence in people's ability to make knowledgeable, proactive career choices (Kvasková et al., 2023;. ...
Career construction theory (CCT) asserts that a substantial degree of career adaptability (CA) correlates with favorable outcomes when individuals undergo different environments. Building upon the theoretical framework of the CCT, our study hypothesized that the nexus between CA and life satisfaction (LS) as an outcome of adaptation is mediated by future orientation (FO) and career decision-making self-efficacy (CDMSE). We gathered data from 317 graduates in Greater Cairo, Egypt. The data was collected through a self-administered questionnaire and analyzed using partial least square structural equation modeling (PLS-SEM) via WarpPls 7.0 software. Our findings indicate a positive correlation between CA and LS and a positive link between CA and FO and CDMSE. Additionally, FO and CDMSE were found to be positively related to LS. However, contrary to the expectations, FO was not identified as a mediating factor between CA and LS, while CDMSE did serve as a mediator between CA and LS. Based on these results, managers can provide workshops and training opportunities to enhance graduates’ confidence and assist them in developing plans, ultimately leading them to increased satisfaction in life.
The COVID-19 pandemic has introduced several unprecedented challenges to the U.S. public education system that have negatively impacted the nation’s teaching workforce. This study describes fourth grade teachers’ depressive and anxious symptoms and burnout prior to and 18 months after prolonged COVID-19 school closures in the 2020/2021 academic year. Within this, we provide further insight into the well-being of early-career teachers and teachers of color in order to highlight groups of teachers that may have been differentially impacted by pandemic-related stressors. Independent samples t-tests and analysis of variance (ANOVA) indicated that teachers who reported on their well-being after schools resumed markedly higher depressive symptoms, anxious symptoms, and burnout than teachers who reported prior to school closures, and that symptoms were highest among early-career teachers and teachers of color in the latter group, with teachers of color in the latter group reporting the highest symptomatology levels across all outcomes. Results can inform efforts to support teachers as we continue to navigate the long-term effects of the pandemic on teachers and students, and provide evidence that early-career teachers and teachers of color should be especially prioritized for targeted support.
The relationship between a human being and an AI system has to be considered as a collaborative process between two agents during the performance of an activity. When there is a collaboration between two people, a fundamental characteristic of that collaboration is that there is co-supervision, with each agent supervising the actions of the other. Such supervision ensures that the activity achieves its objectives, but it also means that responsibility for the consequences of the activity is shared. If there is no co-supervision, neither collaborator can be held co-responsible for the actions of the other. When the collaboration is between a person and an AI system, co-supervision is also necessary to ensure that the objectives of the activity are achieved, but this also means that there is co-responsibility for the consequences of the activities. Therefore, if each agent's responsibility for the consequences of the activity depends on the effectiveness and efficiency of the supervision that that agent performs over the other agent's actions, it will be necessary to take into account the way in which that supervision is carried out and the factors on which it depends. In the case of the human supervision of the actions of an AI system, there is a wealth of psychological research that can help us to establish cognitive and non-cognitive boundaries and their relationship to the responsibility of humans collaborating with AI systems. There is also psychological research on how an external observer supervises and evaluates human actions. This research can be used to programme AI systems in such a way that the boundaries of responsibility for AI systems can be established. In this article, we will describe some examples of how such research on the task of supervising the actions of another agent can be used to establish lines of shared responsibility between a human being and an AI system. The article will conclude by proposing that we should develop a methodology for assessing responsibility based on the results of the collaboration between a human being and an AI agent during the performance of one common activity.
Increasingly, school-based partnerships have been tied to education reform and the entrance of private capital into the PK-12 space, most prominently from a philanthropy sector that contributes nearly $60 billion annually to education causes. As a result, what may have been an at-will school-business partnership in the 1980s may today resemble an embedded multi-partner arrangement around professional development, teacher evaluation, or turnaround support. In this paper, a new framework is introduced to situate school-based collaborations in a contemporary context, notably acknowledging that schools today live in a new "blended capital" reality involving diverse sector influences, multiple sources of private and public funding, and therefore multiple measures of accountability.
Since World War II, efforts to improve schools have numbered in the thousands. Most efforts have concentrated on improving the curriculum materials used in schools or on "training" teachers in new instructional methods. Many of these efforts have gone under the banner of "building instructional capacity," a term that for decades has been featured prominently in conversations about educational reform. Unfortunately, three decades of research has found that only a few interventions have had detectable effects on instruction and that, when such effects are detected, they rarely are sustained over time. A review of research and professional experience with school improvement suggests several explanations for these disheartening findings. One is that schools are complex social organizations situated within, and vitally affected by, other complex social systems including families, communities, and professional and regulatory agencies. The larger social environment of schools constrains and shapes the actions of teachers, students, and administrators, often in ways that greatly complicate the work of school improvement. Challenges to school improvement are particularly acute in highpoverty settings where recruiting wellqualified teachers is difficult and where the emotional and health problems of students often deflects attention to educational issues or impedes work on them. As a result, many researchers now believe that school improvement involves much more than efforts to change interactions occurring within schools. To succeed, school improvement interventions also must attend to the complex relationships that exist among intervention agents, schools, and their social environments.
Why have the established institutional forms of schooling been so stable and why did most challenges fade or become marginalized? We approach these questions by probing a few case studies of reform, some that lasted to become part of the grammar of schooling and some that did not. We begin by exploring the origins of two enduring institutional forms, the graded school and the Carnegie unit. Next we analyze the history of three transient attacks on the grammar of schooling: the Dalton Plan, the Eight-Year Study, and the new model flexible high school of the 1960s. In each case political and institutional perspectives inform our interpretations. Finally, we reflect on what the case studies suggest about the nature of institutional continuity and change and offer some policy implications for reform today.
What are the principles according to which a pattern of communication should be chosen in order to insure effective performance? Will such an optimum pattern depend mainly on the specifications of the task or on the structure of the working group? Do certain patterns have structural properties that limit group performance? Results from a series of exploratory studies with small groups are presented. The performances obtained from various geometric patterns are compared with respect to such variables as: time consumed in the solution of a problem, number of messages sent by the members of the group, number of errors, morale of the participants, etc. The possibility of obtaining "detour" solutions in groups having different geometrical structures is also considered. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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