Using Movie Scenes as Conceptual Framing Exemplars to Guide School Leaders in Thinking Reflectively about Organizational Change

Joseph Claudet

Department of Educational Psychology and Leadership, Texas Tech University, Lubbock, TX, USA.

DOI: 10.4236/ce.2015.61001                

Abstract

This article describes the use of conceptual framing exemplars as an instructional tool to enhance the university graduate-level teaching and mentoring of education leaders (teachers, principals, instructional coaches, curriculum/special program directors, superintendents) interested in further developing their professional knowledge and skills in designing and implementing effective school improvement initiatives in elementary and secondary school settings. The article includes a discussion of selected organizational change leadership concepts that often pose learning challenges to school leadership graduate students, along with some specific examples of classic and popular movie scene conceptual framing exemplars that the author has employed in university graduate teaching seminars to assist leadership students in reflecting on the challenges and opportunities associated with enacting meaningful change leadership in schools. Some current, real-world school case situations are highlighted to illustrate how graduate students can apply reflective insights gleaned from their study of organizational change leadership conceptual framing exemplars to directly inform their own practical efforts in developing and implementing creative action strategies to improve teaching and learning effectiveness in their school communities.

Keywords

Organizational Change and Improvement, Conceptual Framing Exemplars, Collaborative School Leadership

Conflicts of Interest

The authors declare no conflicts of interest.

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