Download A collective act : leading a small school by Michelle Anderson, Michelle Davis, Peter Douglas, David PDF

By Michelle Anderson, Michelle Davis, Peter Douglas, David Lloyd, Barrey Niven, Hilary Thiele

A Collective Act: top a small tuition explores the features of, the context for, and the demanding situations to profitable management. It identifies what the examine says approximately small tuition management after which tells 5 compelling tales of top in such settings, from throughout Australia. jointly, the learn and the circumstances current a robust argument for larger realizing this specified context of leadership.

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Extra resources for A collective act : leading a small school

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2 Typically, these studies focused on the challenges and concerns of principals, especially teaching principals. 3 Key arguments in research and policy literature on the issue of decentralisation are summarised below. Arguments for and against moves towards greater school autonomy Examples of arguments for: • It allows school leaders to decide where best to focus energy and resources for their school context. • School leaders should have more power over decisions related to teacher quality and student learning.

TOTAL Gov. Cath. Indep. ). 11 See, for example, Ewington, J, Mulford, B, Kendall, D, Edmunds, B, Kendall, L & Silins, H 2008, ‘Successful school principalship in small schools’, Journal of Educational Administration, vol. 46, no. 5, pp. 545–61; Matthews, P, Moorman, H & Nusche, D 2007, ‘School leadership development strategies: Building leadership capacity in Victoria, Australia’, Case study report for the OECD Improving School Leadership Activity, Directorate for Education, OECD, Paris; Mulford, B 2008, The leadership challenge: Improving learning in schools, ACER Press, Camberwell, Victoria; Wildy, H & Clarke, S 2005, ‘Leading the small rural school: The case of the novice principal’, Leading & Managing, vol.

1 is that students as people (student welfare and pastoral care) and learners (a belief that every child and young person can learn) are central to the work of teachers. g. g. open versus traditional classrooms). He writes that to do otherwise is ‘fiddling around the edges of schooling’. Another contemporary piece of research from Viviane Robinson9 has also sought to identify and explain the types of school leadership that make an impact on a range of academic and social student outcomes. Five domains of school leadership were developed and each was associated with an effect size in relation to student outcomes.

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