|About the Book|
New frameworks of education in the 21st century call for the reinvention of a system that is outdated and often disconnected from a technology-rich, networked world. Currently, the knowledge base pertaining to 21st century education addresses changesMoreNew frameworks of education in the 21st century call for the reinvention of a system that is outdated and often disconnected from a technology-rich, networked world. Currently, the knowledge base pertaining to 21st century education addresses changes in teaching and learning. Research specific to the accompanying changes in leadership is not as detailed. If leadership is a key driver in changing school cultures, mindsets and practices, then effective leadership for 21st century education needs to be addressed more deeply.-This research supports the argument that in order to effectively lead schools in a technology-rich, networked world, leaders must acquire new knowledge, skills and dispositions for leading. Leaders must expand their epistemic frame of leadership to be effective in supporting staffs to create meaningful learning environments in a networked world. With this argument in mind, the research focused specifically on how nine school leaders---principals, assistant principals and district leaders---conceptualize teaching and learning for the 21st century- and how they translate their conceptualization into action.-This study utilized a qualitative research design that included interviews, school building walkthroughs, writing prompts, focus groups, analytic memos and journal writing. As a result of the data analysis process, a story of teaching, learning and leading in the 21st century emerged. Findings demonstrate the participants are developing their conceptualization of teaching and learning in the 20 century. The participants are also developing their understanding of leadership responsibilities associated with systemic changes referred to as second-order change. Recommendations resulting from this study focus on second-order change responsibilities in the areas of (1) setting direction- (2) developing people- and (3) redesigning the organization. The recommendations provide a framework for an expanded epistemic frame of educational leadership in the 21st century for a specific group of school leaders.