Education leadership practices

What makes one student successful in his or her first year of university study, and another struggle or fail? First year students were followed, questioned, and the results point to things both the students and their secondary schools can do.

School management systems can evolve and change. This is the story of how two principals came to share the power and responsibilities of the top job at Selwyn College, Auckland.

A model of professional development for principals based on peer-assisted leadership development, involving work-place shadowing, reflective interviewing, and evaluative feedback. Principals discovered their personal theories-of-action and learnt new theories which helped them address many of the dilemmas and issues they faced.

Teachers can find themselves isolated in the busy life of schools. This climate is not conducive to effective appraisal and professional growth. Here are some specific strategies that school leaders can utilise to work towards achieving their schools' and teachers' professional development goals, through the enhancement of teacher interactions and conversations.