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					Educating for a Sustainable Future

“Achieving the UN DSD vision: Educational leadership for sustainable
futures”

A Case Study

GJ Cairnduff and W Chaiyabang

Abstract

Educators internationally face major challenges in sustaining educational
improvement over time, and being able to spread improvements beyond
individual schools, throughout whole systems, and communities.

To succeed in a changing and complex world, whole school communities need to
grow, develop, deal with and take charge of change so they can create a future
of their own choosing and prepare students to play their own role as effective
agents of change.

Leadership of schools cannot just be left to individuals. Research has shown that
in order to ensure deep, broad, and long lasting reforms of the type required to
achieve the vision expressed by the UN DSD, sustainable leadership of schools
must be a priority.

The paper proposes the inextricable link between the sustainability of leadership
in schools and the success of sustainable development in the communities
served by those schools.

Leadership sustainability and its importance in the educational setting particularly
in relation to sustainable development will be discussed and illustrated with a
case of study of a small school in eastern Thailand.

The school, Lamplaimat Pattana School, provides and excellent study of the links
between the school as a focus for community change and sustainable
development. The school was founded in 2003 by the Thai NGO – the Population
and Community Development Association. The leadership of the school and its
impact on the wider community has been highly successful in educating students
and the local community in sustainable agricultural and small industry practices.

The paper will bring together research about the relevance of sustainable
leadership and the    case study will demonstrate the essential elements of
sustainable leadership in action. It will show how a school with this type of
leadership can be successful in making a lasting contribution to education for
sustainable development and in doing so will provide principles for staff
development and community education which support the goals of the UN DSD.

                  “Achieving the UN DSD vision: Educational leadership for sustainable futures”
                                                                                  A Case Study

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Introduction

“The buffalo is used to plough, eat unwanted grass, and provide natural fertilizer.
No chemicals, no high technology are needed. And when finished, farmers still
have their helper.
Nature always keeps balance! “
[Words in a Bangkok travel agent’s ticket folder – not sourced]

These words of an anonymous writer paint a picture of traditional farming and
traditional sustainable development in action.

What about the role education plays in maintaining this picture of sustainability?

The writers argue that the key factor in determining the effectiveness of
education in developing sustainable futures is the quality of the leadership that is
provided to schools and their communities. It will be argued that such leadership
must be sustainable over a long period of time if the school is to make an
effective contribution to sustainable development.

Changing from one principal to another can be a time of uncertainty and change
in direction for a school. It can be a time of disjuncture in the school’s educational
purpose and vision. In some cases, this may be a necessary and valuable thing,
in other cases it will be damaging to the school’s progress.

Instantaneous communication, the world as a global village, pervasive high
technology and fast moving change provide powerful, useful educational tools for
education, but they also provide powerful challenges and inhibitors for educators.

One of the writers is from Tasmania – Australia’s island state, where “clean and
green” is the mantra of developers and conservationists alike. As the birthplace
of the Australian Green Movement, Tasmania has been a national battleground
for development and conservationist lobby groups, particularly in the debate
about the use of forestry resources, mining, fisheries and the construction of
hydro dams in wilderness areas. One third of the state is a World Heritage Area.
The protagonists in the conservation/development battles have their own way of
defining a clean, green sustainable future.

The following anecdote illustrates what we are saying about the importance of
school leadership in contributing to community understanding of sustainable
futures.

This is a microcosmic example of the challenge that technology can place on
school leaders and through them, school culture, policy, teachers and student
engagement.



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On a recent visit to an idyllic rural school in Tasmania – a school some 200
kilometres from the nearest city, the professional anguish of an enthusiastic
young science teacher was observed. She bemoaned the extensive use of hand
phones by her year 8 students.

She told of planning a field trip to a nearby historic site where 150 years ago
there had been a coal mine. The aim was to show the students how land use has
changed. The trip was well planned – experts were brought in to help the
students examine the site and a barbeque lunch was to be a break in the day.
The weather was perfect.

In recounting what had happened, the teacher described with concern the lack of
engagement of her students. The problem she had in getting them to engage in
their trip was a problem of technology. The students were distracted by the fact
that they were in a place where the mobile telephone network did not work and
for most of the day they were anxious about getting back to a place where they
could be on line again.

This is not so much of an example of the challenge of high technology impeding
the young teacher in her desire to have the students understand change in a
practical way, it is an example of how in that particular school, leadership has
failed both the students and the teacher. The school had no culture of
encouraging its students to use this technology appropriately – the lack of vision
for what the school could do for these isolated, relatively poor rural students was
the impediment to that teacher’s progress with her class.

Delve into the culture of the school a little deeper and one finds it to be in poor
organizational health. It would not stand up very well in any measure against the
three points indicated in Leithwood’s research below [p4].

This is in fact what was revealed in the school’s triennial review. Teachers were
unsure of school policies, they felt little involvement in decision making and the
Principal seemed distant from them. Consequently, for this school, student
academic engagement is low and performance outcomes are poor.

This is a story of missed opportunities for equipping the students with the
knowledge and skills to thoughtfully participate in the conservation debate that is
on their doorstep.

In examining sustainable leadership, the paper will use a case study of
Lamplaimat Pattana School which is located in Buriram Province in Thailand. The
case study will reveal a world class school where there is effective education for
sustainable futures and a school where there is sustainable leadership.




                  “Achieving the UN DSD vision: Educational leadership for sustainable futures”
                                                                                  A Case Study

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Leadership and Management

The extensive research on educational leadership delineates the distinction
between leadership and management. This paper is about that part of the
leader’s work which is the educational leadership role.

Kotter [1990] provided a framework which clarifies the difference between
leadership and management. Leadership is the process and means for setting
the vision and establishing the organisation’s direction. Leadership involves
motivating and inspiring people; aligning people with the vision; it involves the
achievement of change. Developing the vision and working effectively with
people is at the heart of the work of the educational leader.

The principal will inevitably have management responsibilities. Management is
about developing predictability in the organization. This involves the principal
having a role in planning, budgeting, staffing, problem solving and organizing.

The leadership and management parts of the principal’s role align to make up the
work of the principal. Developing the vision and setting direction - a key part of
the leadership role, lines up with planning and budgeting [management]. Sharing
the vision has the management counterpart in organizing people and staffing.
The principal’s work in motivating and inspiring the school community in the
achievement of the vision lines up with the management tasks of problem solving
and managing performance; the role of bringing about change, works along side
the management role of making things predictable.

The case study will demonstrate that the principal of Lamplaimat Pattana School
is a leader who combines the leadership and management aspects of the role
very effectively. The case study will also demonstrate that the leadership of
Lamplaimat Pattana School [LPMP] fits very well with all of the research on
sustainable leadership.

The foundation principal, Mr. Wichian Chaiyabang, has provided outstanding
visionary leadership; he has ensured sustainable leadership so that the progress
of the school will continue after he eventually departs the school.

For the reader and the observer of the school, the instructive thing is to
understand how this has been achieved.

Leadership and Learning

Research evidence demonstrates that it is leadership that makes a major
difference in student learning. Leithwood et al [2004] conclude:



                  “Achieving the UN DSD vision: Educational leadership for sustainable futures”
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            Leadership is second only to classroom instruction among all school
             related factors that contribute to what students learn at school,
             accounting for about a quarter of total effects
            Leaders mostly contribute to student learning indirectly, through their
             influence on other people or features of their organization.
            Three sets of practices form the basics of successful leadership:
                 o developing people;
                 o setting directions;
                 o re designing the organization;
            All successful leadership is contingent on the unique contexts in
             which it finds itself; but leadership effects usually are greatest where
             they are needed most, such as in schools that are in more difficult
             circumstances.

Other research evidence shows quite clearly that the type of leadership which is
both position - based and distributive makes a critical difference to student
learning outcomes in schools [Mulford 2003].

Position Based Leadership

Position based leadership is about the work of the principal as the chief
educational leader in the school. This is the part of the role where the principal
unlocks the educational potential of the resources at his [or her] disposal
Positional leadership involves the principal facilitating support for teachers to
develop the curriculum and their pedagogy; it is about networking with the
community and opening the school to the community so that community
resources support the school and the school also becomes a resource for the
community.

Distributive leadership is discussed below [p 6]

School Self Management

From the period of the 1980s, the momentum for decentralization of authority and
responsibility away from large central bureaucracies to the school level gathered
pace.

In the United Kingdom, the Education Reform Act of 1988 provided for local
management of schools. School systems in Canada and the United States had
been using school self management for some years. At about the same time,
many of the Australian state education systems embarked on the process of
school self management with Tasmania and Victoria leading the way.

The host country of this conference, Thailand, embraced decentralisation and
school self management among the raft of educational reforms which came out
of the Thai Education Act of 1999 [BE 2542] especially section 9 of that Act.
                  “Achieving the UN DSD vision: Educational leadership for sustainable futures”
                                                                                  A Case Study

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Decentralisation of the Thai education system has meant many changes in the
way Thai principals and school directors operate and lead their schools.

Decentralisation continues to be a major trend around the world. Evidence from
the Organisation of Economic Cooperation and Development [OECD] and the
Asia Pacific Economic Cooperation [APEC] forum [OECD 2004] clearly indicates
the spread of self managing schools.

Distributive Leadership

Traditional views of school organisation where the principal provides the
leadership and middle ranking staff provide administration and management of
the curriculum and day to day operation of the school have changed to a model
of distributed leadership. [Davies, 2006]. The concept and practice of distributive
leadership first became prominent in schools and education systems in the late
1980s in countries where school self management began to replace centralised
management.

In his extensive research on leading the self managing school, Brian Caldwell
provides clear pointers to the requirements of leadership in such a school.
Central among these is that the leadership will be dispersed or distributed – that
is, the staff participates in and shares leadership through involvement in decision
making about policy, resources, curriculum and pedagogy. [Caldwell, 2006]

The work on Organisational Learning by Mulford [2003] shows that leadership
has an impact on teaching and learning by influencing the way students perceive
how teachers organize and conduct their teaching and educational interactions
with the students. Students’ positive perceptions of teachers’ work directly
promotes their participation in school.

In addition to linking leadership to the learning outcomes for students, research
also shows that continually improving leadership and school climate are vital
elements in improving student achievement [OECD report 2005]

School leaders play a crucial role in the level of teacher satisfaction and through
the development of this aspect of the professional lives of teachers; leadership
contributes to student learning outcomes. Effective school leaders can influence
teacher satisfaction by providing a buffer for teachers against external pressures
so that they can focus on curriculum and pedagogical development.

Leadership and School Reform

The role of the sustainable school leader is important in each of the elements of
successful school reform as determined by the research of Leithwood et al.
[2004].


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                                                                                  A Case Study

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This research indicates three major elements that emerge as keys to successful
school reform with quality leadership being critical to each element.

The three elements:

               The first is how people are communicated with and treated.
                Success is more likely when people act rather than react; when
                people are empowered and involved in decision making through
                transparent supportive processes; when people are trusted,
                encouraged, respected and valued.
               The second relates to the school as a professional community. In
                such a community there are shared norms and values, there is a
                focus on implementation and enhancement of learning for all
                students; there is critical reflective dialogue on practice;
                collaboration and accountability based on performance data
               The third element concerns the capacity for change, learning and
                innovation.

The case study of Lamplaimat Pattana School will demonstrate that each of
these elements is present in the way leadership is exercised in the school.

The Case Study: Lamplaimat Pattana School

   1 History

   Lamplaimat Pattana School was founded by Mr. Mechai Viravaidhaya,
   chairman of the Population and Community Development Association
   (PCDA), who had the objective to establish a school which would teach rural
   pupils all the necessary skills for becoming a good person. Mr. Mechai shared
   his ideas with James Clark, an English businessman, who heads a fund by
   the name of the James Clark Charitable Trust. On August 8, 2001, Mr.
   Mechai and James Clark agreed to manage the establishment of the school.

   The preparation for the land on which to build the school, the construction of
   the school and the infrastructure were finished by March 2003. The school
   was ready to open on May 16, 2003. Within the first year, the school had
   established Kindergarten one and two and Primary School Grade one. Each
   class had 30 pupils and 2 teachers. Every year the school will add a grade
   until primary school grade six.

   All the students live in close vicinity to the school. The parents not only collect
   their children at school, actually, the parents are very involved in the work of
   the school. It is worthy of note that the school’s education is free of charge.




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2. Philosophy, Vision

   2.1 Philosophy of the school
       Education for complete human development
   2.2 Vision
       A school where the pupils are happy and fulfill their potential, which is
       adapted to its local environment and current technology, and which
       develops the complete individual, instilling individual morality, preserving
       community traditions and promoting good citizenship.

3. Strategy Plan, Curriculum, Teachers

   3.1 Manage the environment to be supportive to education
           - Make the environment beautiful, clean, safe and interesting
           - Good relationships between teachers and students
           - Good relationships between teachers
           - Good relationships between teachers and parents
           - Adequate and suitable educational aids for students
           - Adequate, clean, safe and beautiful buildings for students

   3.2 Curriculum and teaching for future world
            - Integrated project base
            - Emphasis is on developing the brain and thinking
            - Evaluation for development

   3.3 Good ability of teachers and academic staff
           Rigorous recruitment system for teachers and administration staff;
           performance management of all staff
            Development of teachers’ ability
                 -    Personality
                 -    Vision
                 -    Positive thinking
                 -    Teamwork
                 -    Make and maintain the culture of the organization
            Critical elements of teacher capacity at LPMP
                 -    Think about when we were young and what kind of
                      teachers we wanted
                 -    Love every student and find good aspects of them, then
                      support their good aspects
                 -    Never let students have problems alone
                 -    Do not waste time and always strive to make selves better
                 -    When we can be teachers, we do not want to do other
                      careers



                 “Achieving the UN DSD vision: Educational leadership for sustainable futures”
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4 Outcomes the School is aiming to achieve

   4.1 Students
           Students can pass the standard set by the Ministry of Education
           To make students have discipline and be wanted by the society
           To have thinking skills
           To be happy to learn and have full ability as an individual
           To encourage students to seek knowledge

   4.2 Parents
           Parents understand the method of the School
           Parents feel responsible for their child’s education
           Parents participate in education

   4.3 Teachers
            Good personality
            Good vision
            Positive thinking
            Good teamwork
            Make and maintain the culture of the organization
            Good and consistent routine

   4.4 Principal
             Provides effective leadership
             Has good vision
             Likes thinking, reading and being a good example
             Not self-centred

   4.5 Society
           Society thinks that education is important
           People in society participate in school activities
           Society is the centre of culture
           Society has a good attitude towards the School

Leithwood’s three major keys of successful school reform applied to LPMP:

     There is high quality regular communication, people feel valued and
      decision making is inclusive and transparent
     There is extensive professional interaction among staff, a focus on team
      work and sharing of practice – teachers freely give up time to work
      together
     There is a comprehensive professional learning program some of which is
      locally based some is national – through a program of school visits,
      university post graduate study and an international visit program. The


                 “Achieving the UN DSD vision: Educational leadership for sustainable futures”
                                                                                 A Case Study

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      school has demonstrated a strong capacity to change and to be
      innovative. The school seeks improvement through regular review

The success of the school can be best seen in the following extract from the
recent review of its operations conducted by an international review team
[October 2006].

The extract examines the alignment between school aims and intentions with
what is actually occurring. Evidence for the conclusions was obtained from
triangulated qualitative and quantitative data.

The bold sections in the boxes below relate directly to the effects of leadership
and the relevance of the school’s success in educating for a sustainable future.




                 “Achieving the UN DSD vision: Educational leadership for sustainable futures”
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The Intentions of the school [Aims] and the practice [What happens].

               What is intended?                                                    What happens?
                                                                                     (Observations)
    An NGO seeking social change (PDA)                                 Children randomly selected from
    - To serve the poor communities and                                  families requesting admission
      provide free education.                                           70% farming families
   To introduce novel approaches with regard to                        Teaching & Learning
   teaching method.                                                     High level of congruence between
                                                                         intended and observed practices
  Teaching & Learning                                                   Student-teacher ratio is very low (1-15
   ‘Education for complete human                                        plus resource teachers)
    development’                                                        Very positive school climate –
   ‘A school where the pupils are happy                                 supportive relationships
    and can fulfil their potential, which is                            Most observed teaching & learning
    adapted to                                                           was uniform and whole-class or small-
    its local environment and current                                    group based (apart from Student
    technology’                                                          Learning Support program and clubs)
   Innovative approach based on BWL,                                  Management & Governance
    Steiner, neo-humanism                                               Strong, visionary leadership
   Project learning                                                    Shared leadership / shared vision
   Personal empowerment                                                Parental engagement
   Thinking skills                                                     High time-commitment of staff
   Competency to access knowledge (not                                 Family-style, learning community –
    content-based)                                                       very strong collegiality
   Joyful learning                                                     Young, energetic, dedicated staff
   Heart-based education                                               Rigorous selection and
  Management & Governance                                                performance appraisal
   Participative management                                            Strong professional learning
   Parent engagement                                                    program / teachers eager to learn
   Quality resources (financial, human,                                Growing outreach program (1,000
    physical, human & time)                                              visitors, sister schools etc)
                                                                        Nutritious lunch supplied
   “build a good school’                                               Excellent buildings, equipment and
                  to develop ‘…the                                      natural environment
                     complete individual,                               Observations and interactions
                     installing individual                               indicate that the children are:
                     morality, preserving                                Happy, confident, thinking, creative,
                     community traditions                                questioning, emotionally and
                     and promoting good                                  socially competent and love
                     citizenship’                                        learning
                  ‘Complete’ human                                     Basic skills are high (literacy and
                     beings – IQ, EQ, PQ, SQ                             numeracy)
                  Improve the rural                                   Results against national standards
                     economy, environment,                             are high (self-reporting and national
                     health and welfare                                testing)
  Community empowerment
[LPMP School review data October, 2006]

In LPMP, the evidence gained in the review indicates that is achieving success in
educating its students about sustainable futures.


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The school set out to develop in students:

            Personal empowerment
            Thinking skills
            Competency to access knowledge (not content-based)
            Joyful learning
            Heart-based education

The review found strong congruence between what it set out to achieve and what
is actually happening.

How has this been achieved?

The review found that the key factors which have contributed to the achievement
of the school’s goals were:

        Very positive school climate – supportive relationships
        Strong, visionary leadership
        Shared leadership / shared vision
        Parental engagement
        High time-commitment of staff
        Family-style, learning community – very strong collegiality
        Young, energetic, dedicated staff
        Rigorous selection and performance appraisal
        Strong professional learning program / teachers eager to learn
        Growing outreach program (1,000 visitors, sister schools etc)

Shifting the Teaching and Learning Paradigm

The Director of the Hong Kong Centre for Research and International
Collaboration, Cheng Yin Cheong suggests that schools need a new paradigm.
He proposes that there are three dimensions to this paradigm – globalization,
localisation and individualization. The case for the new paradigm is based on the
changed context that has been brought about in the 21st Century. In the new
century there are different kinds of intelligence necessary for living in this century.
These are learning intelligence, technological intelligence, economic intelligence,
economic intelligence, social intelligence, political intelligence and cultural
intelligence. [Caldwell 2006]

The case study school is successfully operating in the new paradigm as
described by Caldwell [2006] below.




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       THE NEW PARADIGM                                     THE TRADITIONAL SITE – BOUND
                                                                     PARADIGM
 Individual teacher and teaching                           Reproduced teacher and teaching

       teacher is facilitator to support                         teacher is the centre of education
        students’ learning                                        partially competent teacher
       multiple intelligence teacher                             standard teaching style
       individualised teaching style                             teaching is transfer of knowledge
       teaching is to arouse curiosity                           teaching is a disciplinary, delivering,
       teaching is a process to initiate,                         training, and socializing process
        facilitate, and sustain students’                         achieving standards in examinations
        self learning and self actualization                      teaching is a transfer and application
       sharing joy with students                                  process
       teaching is a life long learning
        process

                                                           School- bounded teacher and teaching
 Localised and globalised teacher and
 teaching                                                         teacher is the sole source of
                                                                   teaching and knowledge
       multiple local and global sources                         separated teaching
        of teaching and knowledge                                 site bounded teaching
       networked teaching                                        limited opportunities for teaching
       world class teaching                                      teacher with only school experiences
       unlimited opportunities for                               as a school - bounded and
        teaching                                                   separated teacher
       teacher with local and
        international outlook
       as a world class and networked
        teacher




By any measure, this paradigm shift has been achieved at LPMP through the
leadership of the principal.

Sustainable leadership

Sustainable leadership is about the capacity of schools to provide opportunities
to develop in their students the creative capacities, thinking skills and values
which will enable them to contribute to their communities as adults.

The evidence obtained from the review of LPMP clearly supports the assertion
that its leadership is sustainable and progress is being made in educating for a
sustainable future

In their extensive research on sustainable leadership, Hargreaves and Fink
[2003] defined sustainable leadership as leadership that spreads and lasts. Their
research demonstrates clearly that all too often when a school principal leaves
there is discontinuity in the school’s educational agenda because of a lack of an
appropriate succession plan.



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Research on sustainable leadership takes up the theme of the importance and
relevance of leadership in bringing about educational change. Research on
sustainable leadership is highly pertinent to the reform agendas which are
prevalent in education systems around the world. To use the host country
Thailand, as an example again, the educational reforms coming out of the
Education Act of 1999 [BE 2542] include some major challenges for the system,
for schools, for local communities, for school leaders, and for teachers.

These reforms include: free compulsory education for all to grade 12; school
based management and the establishment of local school boards; student -
centred learning; the promotion of thinking in the curriculum and the concept of
life long learning for all; the introduction of extensive information technology
infrastructure in schools; national benchmarks in literacy and numeracy; to name
just a few parts of the reform agenda.

In Australia, the agenda is not dissimilar – in the states, curriculum reform is high
on the list and nationally, there is a strong push to improve outcomes in literacy
and numeracy.

Delegates would be experiencing a reform agenda in their own countries which
will bear some resemblance to those quoted here. In an era where educational
reform is pervasive, the theme of sustainability attracts the attention of
practitioners and policy makes alike.

Michael Fullan has written extensively on sustainability and defines it as “the
capacity of a system to engage in the complexities of continuous improvement
consistent with deep values of human purposes” [Fullan 2005, p. ix]

Fullan identifies eight themes of sustainability:

       1 public service with a moral purpose;
       2 commitment to changing context at all levels;
       3 lateral capacity building through networks;
       4 intelligent accountability and vertical relationships;
       5 deep learning;
       6 dual commitment to short term and long term goals
       7 cyclical energizing
       8 the long lever of leadership [Fullan, 2005, p14].

If these eight themes are applied to our case study school there would be an
affirmative response for each one.

In their work on leadership, sustainability and change, Fink and Hargreaves
[2005], drew on the study of change over a 30 year period in eight high schools in
Ontario, Canada and New York State. Their work is among the most influential in
the area of sustainable leadership.

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The achievement of lasting, effective change in education is one of the greatest
challenges to high level policy makers and to local school leaders. Fink and
Hargreaves acknowledge this when they say that “change in education is easy to
propose, hard to implement, and even harder to sustain” [Hargreaves and Fink
2006, p1]

Many delegates would feel a strong affinity with this assertion and many would
have experienced the frustrations and challenges of trying to move schools and
systems into the 21st century – that is, to shift the teaching and learning
paradigm.

Leadership of the case study school

The recent review [July - October 2006] of the case study school found that the
leadership of the Principal: is democratic, open, transparent and participative.
Decision-making routinely involves key staff members. The use of brainstorming
and mind-mapping in staff meetings to resolve issues, plan and make decisions
is common. The principal, Mr Chaiyabang, has deliberately shared responsibility,
creating a culture of dispersed leadership which is empowering for individuals
and powerful for the institution. [Review of Lamplaimat Pattana School, 2006].

Fink and Hargreaves put forward seven principles required to achieve
sustainable leadership:

Principle 1 Depth - It Matters
Sustainable Leadership promotes deep and broad learning for all.
Leaders of Sustained Learning:
     1 Passionately advocate and defend deep learning for all students
     2 Combine and commit to old and new basics
     3 Put learning, before achievement, before testing
     4 Make learning the paramount priority
     5 Become more knowledgeable about learning
     6 Make learning transparent
     7 Are omnipresent witnesses to learning
     8 Practice evidence-informed, inquiry-based leadership
     9 Promote assessment for learning
     10 Engage students in decisions about their learning

 Principle 2 Endurance – It lasts
 Sustainable leadership lasts.
 It preserves and advances the most valuable aspects of learning and life over
 time, year upon year, from one leader to the next.
 Good succession plans:
   • Are prepared long before the leader’s anticipated departure or even from
       the outset of their appointment

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   • Give other people proper time to prepare
   • Are incorporated in all school improvement plans
   • Are the responsibility of many, rather than the prerogative of lone leaders
     who tend to want to clone themselves
   • Are based on a clear diagnosis of the school’s existing stage of
     development and future needs for improvement
   • Are transparently linked to clearly defined leadership standards and
     competencies that are needed for the next phase of improvement

Principle 3 Breadth - Sustainable leadership spreads. It sustains as well as
  depends on the leadership of others
Distributed leadership:
Sees leadership practice as a product of the interaction of school leaders,
followers and their situation.
    • Leadership practice involves multiple individuals within and outside formal
       leadership positions
    • Leadership practice is not done to followers. Followers are themselves
       part of leadership practice.
    • It is not the actions of individuals, but the interactions among them that
       matter most in leadership practice.

Principle 4: Justice
Sustainable leadership does no harm to and actively improves the surrounding
environment by finding ways to share knowledge and resources with neighboring
schools and the local communities.
Sustainability and Social Justice:
              do not steal your neighbor’s capacity
              use multiple indicators of accountability
              emphasize collective accountability
              coach a less successful partner school
              make a definable contribution to the community your school is in
              pair with a school in a different social or natural environment
              collaborate with your competitors

Principle 5: Diversity
Sustainable leadership promotes diversity: It avoids standardization of policy,
curriculum, assessment, and staff development and training in teaching and
learning. It fosters and learns from diversity and creates cohesion and networking
among its richly varying components.
You learn more from people who are different from you, than ones who are
the same
Effective organizations are characterized by:
   • A framework of common and enduring values, goals and purposes
   • Possession and development of variability or diversity in skills, talents and
       identities

                  “Achieving the UN DSD vision: Educational leadership for sustainable futures”
                                                                                  A Case Study

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   • Processes that promote interaction and cross-pollination of ideas and
     influences across this variability
   • Permeability to outside influences
   • Emergence of new ideas, structures, and processes as diverse elements
     interconnect and new ones intrude from the outside
   • Flexibility and adaptability in response to environmental change
   • Resilience in the face of and in response to threats and adversity

   Principle 6: Resourcefulness

   Sustainable leadership develops: It does not deplete material and human
   resources. It renews people’s energy. Sustainable leadership is prudent and
   resourceful leadership that wastes neither its money nor its people.
   There is always:
       clear, high-quality, open and
       frequent communication
       sharing information, admitting mistakes
       telling the truth, keeping confidences

   Principle 7: Conservation

         Acknowledge the past. Preserve the best.
         Wildness, diversity and disorder have value.
         The past is not pure. Do not romanticize it.
         The past has no Golden Age to which we should return.
         We view the past differently. We must therefore interpret it together.
         When we dismiss or demean the past, we fuel defensive nostalgia
          among its bearers.

Conclusion

Creating and nurturing a school as a learning organisation that provides its
students with the capacities to deal with and understand the importance of a
sustainable future, requires that the leadership of the school is sustainable, not
dependent on one person.

Sustainable leadership is achievable when the leaders of schools work with their
communities to develop a shared vision of what is possible. Sustainable
leadership depends heavily on leaders committing their time to nurturing the
learning environment. They do this by listening, encouraging, coaching gathering
and distributing new knowledge. They must also commit time to learning and
applying this learning to themselves.

We have shown the possibilities to achieve this by the use of the case study of
Lamplaimat Pattana School, is an excellent example of sustainable leadership
leading to education for a sustainable future.
                  “Achieving the UN DSD vision: Educational leadership for sustainable futures”
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References

Cairnduff, G.J.Iemjinda, M., Heyward, M. Heyward, S, 2006, Review of
Lamplaimat Pattana School, Faculty of Education, University of Tasmania,
Hobart, Australia
Caldwell, B. J. 2006 Re- Imagining Educational Leadership. Australian Council
for Educational Research, Camberwell, Victoria, Australia
Davies, B. 2006, Leading the Strategically Focused School, Success and
Sustainability, Paul Chapman Publishing, London
Fullan, M 2005, Leadership Sustainability, Corwin Press, Thousand Oaks,
California
Hargreaves, A. Leadership Succession. The Educational Forum Volume 69,
Winter 2005, Kappa Delta Phi, Indianapolis
Hargreaves, A and Fink, D. 2005.Sustaining Leadership. San Francisco, Jossey
Bass
Kotter, J.P, 1990, A Force for Change: How Leadership Differs from
Management, The Free Press, New York
Leithwood, K.A., K.S. Louis, S.Anderson, and K Wahlstrom. 2004. Review of
research: How leadership influences student learning. New York: The Wallace
Foundation
Mulford, B 2003. School leaders: Changing roles and impact on teacher and
school effectiveness . Paper commissioned by the Education Training and Policy
Division, Organisation for Economic Cooperation and Economic Development,
for the activity “Attracting, developing and retaining effective teachers.” Paris
OECD
OECD 2004, Education at a Glance, OECD, Paris




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                                                                                 A Case Study

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Bio Data

Greg Cairnduff.
Greg is Program Director of the Bachelor of Teaching in the Faculty of Education
at the University of Tasmania, located in Hobart, Tasmania, Australia.
Greg has worked extensively with Thai schools through the Royal Thai Ministry of
Education. His specific research interest is in the area of leadership.

Wichian Chaiyabang
Wichian is the foundation Principal of Lamplaimat Pattana School, Buriram
Thailand. Prior to taking up this appointment he was a Principal in the
government system. Wichian is also a writer. He has published two children’s
story books and plans to write many more books.




                 “Achieving the UN DSD vision: Educational leadership for sustainable futures”
                                                                                 A Case Study

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