Faculty of Education - Research Publications
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ItemNo Preview AvailableChallenging Leadership Norms: A New Way of Thinking About Leadership Preparation(Springer International Publishing, 2022)Images of principals are often of a seasoned educator well into their teaching career, having risen through the ranks, gaining experience in middle- and senior-level leadership, ideally having completed some form of leadership preparation, and given license to lead a school. Their leadership development, most likely self-managed, perhaps including some formal studies, and most certainly including experience in leadership roles, occurs well into their careers as teachers. So, the idea of introducing pre-service teachers to notions of educational leadership in their initial teacher training is far from conventional thinking. This chapter explores new possibilities in leadership preparation arguing that because today’s teacher graduates are entering educational settings that are rapidly changing and increasing in complexity, they need to be prepared for leadership early in their careers. Distributed leadership structures are now commonplace with increasing opportunities and expectations for leadership across all levels. Graduates entering the profession can find themselves leading very early in their careers without any leadership knowledge, experience, or competencies. This chapter challenges leadership norms by rethinking how we prepare teachers for the profession recognizing the need to better equip teacher graduates for the reality in schools, the changing nature of a teachers’ role, and the need to create a pipeline of experienced leaders to lead the schools of the future. After sections describing the changing nature of schools and school leadership, teacher roles, and initial teacher education (ITE), the chapter considers how ITE courses are responding to these pressures through the provision of leadership learning.
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ItemNo Preview AvailableLeadership Development in Initial Teacher Education(Springer Nature Singapore, 2022)
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ItemLeadership Development in Initial Teacher Education(Springer Singapore, 2022-07-01)
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ItemNo Preview AvailableChallenging Leadership Norms: A New Way of Thinking About Leadership Preparation(Springer International Publishing, 2022)Images of principals are often of a seasoned educator well into their teaching career, having risen through the ranks, gaining experience in middle- and senior-level leadership, ideally having completed some form of leadership preparation, and given license to lead a school. Their leadership development, most likely self-managed, perhaps including some formal studies, and most certainly including experience in leadership roles, occurs well into their careers as teachers. So, the idea of introducing pre-service teachers to notions of educational leadership in their initial teacher training is far from conventional thinking. This chapter explores new possibilities in leadership preparation arguing that because today’s teacher graduates are entering educational settings that are rapidly changing and increasing in complexity, they need to be prepared for leadership early in their careers. Distributed leadership structures are now commonplace with increasing opportunities and expectations for leadership across all levels. Graduates entering the profession can find themselves leading very early in their careers without any leadership knowledge, experience, or competencies. This chapter challenges leadership norms by rethinking how we prepare teachers for the profession recognizing the need to better equip teacher graduates for the reality in schools, the changing nature of a teachers’ role, and the need to create a pipeline of experienced leaders to lead the schools of the future. After sections describing the changing nature of schools and school leadership, teacher roles, and initial teacher education (ITE), the chapter considers how ITE courses are responding to these pressures through the provision of leadership learning.
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ItemMaking World Connections: Educational Leadership in High-need Schools(Information Age Publishing, 2019-01-01)
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ItemThe Australian Context: National, State and School-Level Efforts to Improve Schools in Australia(Springer International Publishing, 2022)Abstract Australia, like many countries, has a history of colonisation and extensive controlled and humanitarian immigration, with this shifting from an Anglo-Celtic emphasis to include, in succession, an emphasis on migrants from Europe, Asia and Africa. This chapter provides several perspectives on evidence-based school development in this changing context. The first focus is on national school-wide improvement initiatives: IDEAS (Innovative Designs for Enhancing Achievements in Schools), which utilises professional learning communities to improve student outcomes; and PALL (Principals as Literacy Leaders) which provides principals with literacy and leadership knowledge to support teachers to improve student reading performance. The second perspective explores the state level through considering work at the Melbourne Graduate School of Education in terms of evidence-based teacher training through the development of a clinical teaching model, and evidence-based school improvement through the Science of Learning Schools Partnership. The final perspective is at the school level, where the development of two schools in challenging contexts are described: the first a school formed from the closure of three failing schools; the second a school that was at the point of closure when the current principal was appointed to turn-it-around.
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ItemPanorama del liderazgo en escualas de alta complejidad (Panorama of leadership in high complexity schools),(Ediciones Universidad Diego Portales, 2019)Within the edited book there is a wide selection of ideas about leadership of schools in challenging circumstances and this chapter is designed to complement these by exploring ideas and research that I have found useful in thinking about this. After a short statement on the importance of leadership, the idea of challenging circumstances is explored by considering an example of how one country has constructed a measure of educational advantage that helps to locate schools on the challenging/advantaged continuum. Following this, studies from several countries that provide insights relevant to this important leadership area explored and an example of a principal successfully leading a school in a challenging context is provided. The conclusion provides eight summary statements in regard to leadership in challenging contexts that is likely to lead to school success.