Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals
Abstract
:1. Introduction
2. Theoretical Background and Design
3. Characteristics of Leadership for ESD
The leaders give expression to their values and visions.They try to introduce differentiated values into the leadership process and always reflect on their visions and develop them further in the face of changing environmental conditions.They recognize the motives and needs of their employees and try to influence them by transforming existing motives in order to achieve new goals with other motivations.They try to increase the attractiveness of goals and tasks.They promote the identification of employees with their social system and the tasks to be addressed.They inspire employees to take up new challenges.They are interested as far as possible in the individual needs and expectations of their employees as individuals.[46] (p. 143) (translated by the authors)
4. A Stepwise Approach to a Sustainable School
- Stage 0: Sustainability is not (yet) an IssueThere are little or no significant activities in the school with regard to sustainability and ESD. Individual teachers may take up ESD topics in class, but there is no shared commitment to sustainability within the school and no systematic steering of ESD.
- Stage I: ProjectsThe school has started a process to reflect on and to consider sustainability and ESD. Various ESD topics are taught in classes, interdisciplinary cooperation has started and initial projects (e.g., the creation of a school garden, recycling initiatives) are realized. Leadership and management are beginning to orientate towards sustainability.
- Stage II: SystemThe school as a whole is systematically oriented towards sustainability and ESD. Sustainability and ESD are integrated into teaching and school life in a variety of ways. The teaching staff largely supports the cause and is involved in the development of teaching concepts and projects, such as the construction of a solar plant, the redesign of the school grounds, or cooperation with external partners. The school is managed in accordance with the criteria of sustainability.
- Stage III: ProfileAs with Stage II, the school as a whole is systematically oriented towards sustainability and has integrated ESD comprehensively into teaching and school life. In addition, the school has made sustainability a key issue and developed a specific, expressly communicated sustainability school profile that distinguishes the school from other schools. Possibly, this includes the certification according to a formal quality label such as, e.g., “UNESCO Project School” or the European “Eco-Management and Audit Scheme” (EMAS).
5. Fields of Action and Strategies for Principals
5.1. From Stage 0 to Stage I: Project
5.2. From Stage I: Projects to Stage II: System
- Preparation and Kick-Off
- Initial Assessment
5.2.1. Management Processes
- Participation and Motivation
- democratic decision-making as far as possible within the legal framework. In order to maintain the motivation of the participants in the long term, it is essential to present the framework within which groups can actually make decisions transparently and honestly;
- a collaborative distribution of tasks;
- the broadest possible involvement of all relevant groups of participants;
- cooperation of all actors.
- Information and Communication
- Defining Goals and, if necessary, Specifying them more Precisely using Key Data
- Setting up a Steering Group and ESD Team
- Conferences and Meetings
- Mission Statement and School Program
- Defining Projects and Establishing Project Groups
- Providing and Acquiring Finances
- Organizing Networking
- federal and state institutions, ESD networks and multipliers, e.g., through participation in further training, consultation, and support for the school development process;
- environmental education centers, museums, companies, (local) companies with a focus on sustainability, associations that can be used as extra-mural learning environments;
- universities, students, other external professionals, other schools that can take over some of the teachings or can participate in internal training courses or evaluations;
- (international) partner schools, global school networks, which can offer exchange, information, inspiration, or advice.
- Reducing the Workload
- How can we create the space and time to provide resources for the new goal of sustainability?
- Which internal procedures, processes, and conditions create stress? How can we simplify them and make them more efficient? Which ones can we do without completely?
- What external conditions do we perceive as stress factors? What can we do to reduce these factors or to deal with them more effectively?
5.2.2. Core Process: Teaching
- Organizing Teaching
- What framework conditions are needed to be able to implement learning arrangements such as those mentioned above?
- How can these framework conditions be created?
- How can teachers be supported in applying ESD principles and using appropriate forms of teaching?
- Teaching Methodology
- Which subject areas are particularly suitable for promoting ESD competences?
- Which teaching principles (action-oriented, interdisciplinary, etc.), which learning locations (extracurricular learning locations such as museums, natural areas), and which methods (project work, explorations and research, discussions, workshops, etc.) should be employed in teaching?
5.2.3. Support Processes
- Human Resources Management
- Setting up a functional office for a coordinator for ESD or sustainability officer. The jobholder should be a member of the Extended Executive Board of the school, if possible. Teachers taking over this responsibility should be released from a part of their teaching duties; if this is not possible, are there other forms or measures of compensation? This function should be included in the job and task description.
- Including tasks related to sustainability in the job descriptions of other occupational groups (e.g., technical services: implementation of energy-saving measures).
- If teaching positions are advertised on the open market, include ESD competences in the job advertisement.
- Where teachers are assigned to a school by the school inspectorate, include school supervisors in the overall project and ask them to consider the issue when assigning staff.
- Are there ways to take commitment to sustainability and ESD into consideration in the system of employee evaluation and remuneration?
- Making teachers and other staff aware of external training opportunities, encouraging participation, or supporting relevant initiatives (training for ESD multipliers, etc.).
- Organizing internal school training with external instructors or internal ESD multipliers.
- If necessary, also considering and supporting longer-term measures (multi-part courses, compact studies, etc.).
- Financing more expensive measures through sponsoring.
- Requiring participation of the school principal in suitable further training measures. This can also additionally promote the willingness of teachers to undergo further training.
- Organization of study meetings/educational workshops on the subject of ESD;
- Organization of teacher/student seminars: a group of teachers and trainees jointly develops and tests ESD modules;
- Organization of peer observation, team-teaching, or joint planning of teaching units and sequences;
- Establishment and use of appropriate forms and practical measures of knowledge management, e.g., a joint virtual hard drive for sharing documents, teaching plans and materials; mapping of existing materials;
- In addition to these direct measures, it is the responsibility of the school management to promote and maintain a climate of cohesion and mutual support in the school. This relates to communication and interaction in general. Here, the principal acts as an important model through their own communication behavior and shapes the organizational culture of the school [27,28]. It is also a matter of developing organizational structures that facilitate communication and exchange, e.g., organizing times and places where teamwork is possible. Initiative and commitment flourish where there are freedom, trust, and support.
- In all the measures mentioned above, the principal plays a decisive role, be it as initiator or supporter, but also simply by paying attention to the relevant tasks and responsibilities and to the people who have taken over responsibility for them. The principal plays a particularly important role in personnel management [46,47,49]. In direct communication with teachers and all other employees, school leaders can repeatedly include the topic of sustainability on the agenda for school conferences, set an example with their own actions and decisions, and motivate others by their own commitment—even become an inspiration.
- Management of the School Building and Grounds
- Can the building be made more sustainable through energy-saving measures (e.g., thermal insulation, etc.), sustainable energy technologies (e.g., installing solar panels), or other resource-saving measures (e.g., a rainwater collection system)?
- Are there opportunities for façade- or roof-greening?
- How can the school grounds be redesigned (e.g., the creation of a school garden, the creation of biotopes such as ponds or orchards, or green, near-natural playgrounds)?
- Offering sustainable catering for pupils and teachers,
- Purchasing sustainable food (e.g., Fairtrade, products from organic farming, regional and seasonal products).
- Measures for the economical use of water (e.g., toilet flushing),
- Waste separation and use of recycling systems,
- Purchase of ecologically and socially sustainable consumables (e.g., recycled products) and long-lasting products.
- Is the school easily accessible by public transport? Can the situation be improved if necessary?
- Can the school support the formation of carpools, e.g., at parents’ evenings and public events and/or by supporting carpool apps?
5.2.4. Stakeholder Engagement
- Pupils
- Parents
- Informing them about contents/projects and their objectives (e.g., at a parents’ evening, in letters to parents, presentations);
- Justifying and explaining to them the use of certain teaching/learning methods;
- Opening up opportunities for them to contribute their own suggestions or contributions to the planning of projects or the search for experts (e.g., in the design/redesign of the school grounds);
- Inviting parents to events at the school;
- Discussing individual, far-reaching measures with parents and making joint decisions (e.g., on the introduction of fair and ecologically produced school clothing);
- Involving parents in advising pupils’ companies;
- Organizing joint sustainable celebrations;
- Making school trips CO2-neutral (choice of destinations and means of transport, offsetting their carbon footprint).
- School Authorities and Supervisors
- City and Community
- Disseminating information on the overall process through press reports and public events,
- Addressing local sustainability issues,
- Inviting the general public to events.
- Monitoring Success
- Celebrating and Communicating Success
5.3. From Stage II: Project to Stage III: Profile
- Decision in Favor of the Program / a “Template”
- Monitoring: What have we achieved? What is still missing?
6. Discussion
- Communication: Resistance can be a reaction to a lack of information. It is, therefore, crucial for success to provide comprehensive information and communication and to ensure that the information reaches the addressees. An e-mail to all is often not the best way to communicate.
- Participation: Opportunities for participation offer employees affected by change the opportunity to have their own interests included and to participate in shaping them. Those who have been able to participate in the decision-making process generally work better on the implementation of the decisions and are more willing to contribute their knowledge.
- Promotion and support: If employees are worried that they will not be able to cope with changing circumstances, new requirements, or processes, then measures targeted to impart the necessary knowledge and skills can help. It is often also a question of emotional support and the confirmation that they will be able to cope with the planned changes.
- Negotiation and agreement: If individuals or groups experience disadvantages due to the changes, an agreement can often be reached with the help of specifically designed compensation.
- Compulsion: This fifth strategy by Kotter and Schlesinger [65]—with clear warnings of possible negative side effects—is out of the question at school and in the process of school development aimed at ESD. On the one hand, school principals often do not have the necessary means and competences to be able to exercise effective coercion; while, on the other hand, the exercise of coercion diametrically contradicts the participatory approach of ESD.
Author Contributions
Funding
Conflicts of Interest
References
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Müller, U.; Lude, A.; Hancock, D.R. Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals. Sustainability 2020, 12, 3031. https://doi.org/10.3390/su12073031
Müller U, Lude A, Hancock DR. Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals. Sustainability. 2020; 12(7):3031. https://doi.org/10.3390/su12073031
Chicago/Turabian StyleMüller, Ulrich, Armin Lude, and Dawson R. Hancock. 2020. "Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals" Sustainability 12, no. 7: 3031. https://doi.org/10.3390/su12073031
APA StyleMüller, U., Lude, A., & Hancock, D. R. (2020). Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals. Sustainability, 12(7), 3031. https://doi.org/10.3390/su12073031