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Educational leadership practices

Publisher: 
NZCER Press

Journal articles about Educational leadership practices

The latest ten articles from our journals on this subject.

Leading inquiry at a teacher level: It’s all about mentorship
Mike Fowler
set 2012: no. 3
2

Middle-level leaders in schools have a critical role in mentoring teachers as they work with the teaching-as-inquiry process. One-to-one interactions and professional conversations with each teacher largely determine the quality of inquiry, both for an individual teacher and on a school-wide basis. In this article, an experienced senior secondary school leader explores the conditions necessary for school-wide inquiry to flourish, and explains why mentorship needs to be valued and to operate at a range of levels within the school if effective inquiry is to be initiated and sustained.

Principal instructional leadership and secondary school performance
Linda Bendikson, Viviane Robinson and John Hattie
set 2012: no. 1
2

A lot of emphasis is currently placed on the need for principals to be instructional leaders or leaders of learning.

A health promoting schools approach to bullying
Penni Cushman and Tracy Clelland
set 2011: no. 3
17

Media headlines ensure that we are constantly reminded of the presence of bullying in our schools. This article draws on responses to a national survey on barriers to student learning. The strategies that primary and secondary schools that responded are implementing to address bullying are discussed in relation to the approach known as “health promoting schools”—an approach that is internationally recognised for its effectiveness in addressing mental health issues in schools.

Features of a positive work environment for early career teachers
Gillian Ward
set 2011: no. 2
11

What are the features of a positive work environment for early career teachers? This article examines this question through interviews with secondary school early career science teachers. Findings suggest a science department that is collegial and collaborative is essential in encouraging teachers in the early stages of their career to stay in the profession and engage in practice that supports student learning.

The problem of enactment: The influence of teachers’ self-efficacy beliefs on their uptake and implementation of feedback-related ideas and practices
Helen Dixon
Assessment Matters 3: 2011
71

Using an interpretive, qualitative case study methodology, the current study investigated 20 primary school teachers’ beliefs and understandings about feedback, and the use of feedback to enhance student learning. The use of Sadler’s (1989) theoretical framework illuminated both similarities and differences among teachers. As teachers’ feedback discourse was examined in more detail, the influence of self-efficacy beliefs on the uptake and enactment of new ideas and practices associated with assessment for learning and feedback became apparent.

Developing leadership through blended action learning
Kate Thornton
Early Childhood Folio Vol 14 no.1 (2010)
7

Meaningful leadership development opportunities are rare for those working in the New Zealand early childhood education sector. What difference can they make to leadership practice? This article describes the experiences of participants in a study that used a blend of ICT and face-to-face sessions to support leadership learning. For the participants, this approach resulted in an increased awareness of leadership and a greater confidence in leadership practice.

Sustaining improvements in student achievement: Myth or reality?
Mei Lai, Stuart McNaughton and Selena Hsiao with Karen Mose, Alison Hall, Nicky Knight and Colleen Gray
set 2010: no. 1
10

Few studies have ever shown the improved results of an intervention project continuing after that programme has finished. Is it possible to achieve sustainability and what factors would contribute to it? This article looks at one programme that sustained gains and how it was done.

Distributed leadership: Utilising everyone’s strengths
Jeanette Clarkin-Phillips
Early Childhood Folio 13 (2009)
22

Effective professional development can provide strategies, tools and resources that motivate teachers to make changes for the benefit of children’s and teachers’ learning. This article considers a model of professional development based on distributed leadership. Characteristics that teachers found valuable in enabling them to practise distributed leadership, and the impact on their teaching teams, are examined through teachers’ stories.

Learning to teach history in New Zealand secondary schools: Preservice teachers reflect on their practice
Myra Kunowski
Curriculum Matters 5 : 2009
25

The study reported in this article trialled the effectiveness of cases as a teacher-education tool with a class of preservice history teachers. The collaborative critical analyses of cases, in a learning community of peers, enabled the teachers to develop their pedagogical content knowledge for history teaching, and helped them to make connections between their teacher-education programme and teaching practice in schools.

NZCER: Building on a 75-year story
Robyn Baker
set 2009: no. 3
27

Several years ago I was awestruck by the bold vision of Wellington’s Karori Wildlife Sanctuary. Their strategic plan has a 500-year time frame. This is, of course, entirely appropriate when you’re seeking to restore a landlocked “island” to its natural state. Setting an inspirational vision—and in time achieving it—requires a deep knowledge of the business, a clarity of purpose and well-articulated values that guide the collective endeavour.

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Books and CDs about Educational leadership practices

set 2012: no. 3
SET 2012, ISSUE 3
$29.95

This issue of set begins by taking a well-grounded, practice-informed look at conditions that support teachers to be learners when they inquire into their practice. Learning on the job can be demanding, but ultimately very satisfying for teachers if it leads to positive changes for their students. The importance of strong leadership is emphasised, with a focus on “walking the talk” by being an active inquirer yourself—reading teachers, for example, benefit by being active readers themselves.

21 December 2012
Changing on the job: Developing leaders for a complex world
CHANGING ON THE JOB
$39.95

Listen to people in every field and you'll hear a call for more sophisticated and thoughtful leadership--for leaders who can solve more complex problems than the human race has ever faced before. But these leaders won't simply come to the fore; we have to develop them, and we must cultivate them as quickly as is humanly possible. Changing on the Job is a means to this end.

8 February 2012
Successful Educational Leadership in New Zealand: Case studies of schools and an early childhood centre
SUCCESSFUL EDUCATIONAL LEADERSHIP IN NEW ZEALAND
$39.95

This book features case studies of 11 successful New Zealand educational leaders. It is intended as a testimony to their exemplary work and to help aspiring, new and experienced practitioners understand more about their leadership role. The case studies capture the exhilaration of being a leader in different school and early childhood centre settings and they identify key values, attributes and strategies that have enabled these leaders to achieve and maintain success.

1 February 2012