TYPES OF LEADERSHIP IN EXTENDED SCHOOLS OF GREAT BRITAIN

Abstract

The article draws attention to the problem of innovative approaches to management. The essence of the concept of «extended school» as an innovative educational institution of Great Britain, the range of services which is much broader than the traditional, are described. The peculiarities of the interagency partnership in extended schools of Great Britain are defined. The main characteristics of the process of creating a climate of change on organizational transformation of existing governance structures are presented. The basic types of leadership in extended schools of Great Britain are analysed. The positive aspects of each type of leadership are analysed. Damnwells patterns of teamwork, the difference between them lies in the degree of maturity of formal links are defined. The stages of the change process mechanism establishing inter-agency cooperation are outlined. Approaches to understanding the notion of «leadership» of domestic and foreign theorists of educationare highlighted. Extended school as the center of the community puts as the priority the needs of every member of society. The achievement of this result is possible through building effective interagency partnerships, involving not only teachers but also other relevant specialists, particularly social workers, psychologists, doctors, nurses, police, specialists of employment services, volunteers, representatives of children’s and youth organizations. E. Coleman highlights several approaches to the classification of types of leadership in challenging schools. This are the following: 1) the political and moral leadership; 2) transformational leadership; 3) distributive leadership; 4) entrepreneurship.