{"title":"Nurture the seed and it will blossom","authors":"Michele Morrison","doi":"10.21307/jelpp-2019-003","DOIUrl":"https://doi.org/10.21307/jelpp-2019-003","url":null,"abstract":"","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"34 1","pages":"1 - 3"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43870305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"EDITORIAL","authors":"H. Youngs, C. Wylie","doi":"10.21307/jelpp-2020-003","DOIUrl":"https://doi.org/10.21307/jelpp-2020-003","url":null,"abstract":"","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"35 1","pages":"1 - 4"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46861197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In this article I reflect on research relating to school leadership and the use of research to support school leadership over the last 30 years in Aotearoa New Zealand. The Tomorrow’s Schools reforms in 1989 wth its shift to school self-management saw more interest in understanding the size and nature of the principal role. More recently there has been interest among policymakers in using research to support effective school leadership, and revived attention to the place of school leadership in Aotearoa New Zealand’s education system. This article is also intended to provide future Aotearoa New Zealand researchers into school leadership with some references they can use to chart how things change if new policy settings and supports for school leadership are introduced as a result of the Tomorrow’s Schools Independent Taskforce’s recommendations.
{"title":"What does it mean to be a principal? A policy researcher’s perspective on the last 30 years in Aotearoa New Zealand","authors":"C. Wylie","doi":"10.21307/jelpp-2020-007","DOIUrl":"https://doi.org/10.21307/jelpp-2020-007","url":null,"abstract":"Abstract In this article I reflect on research relating to school leadership and the use of research to support school leadership over the last 30 years in Aotearoa New Zealand. The Tomorrow’s Schools reforms in 1989 wth its shift to school self-management saw more interest in understanding the size and nature of the principal role. More recently there has been interest among policymakers in using research to support effective school leadership, and revived attention to the place of school leadership in Aotearoa New Zealand’s education system. This article is also intended to provide future Aotearoa New Zealand researchers into school leadership with some references they can use to chart how things change if new policy settings and supports for school leadership are introduced as a result of the Tomorrow’s Schools Independent Taskforce’s recommendations.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"35 1","pages":"41 - 58"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48891358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The contexts in which Aotearoa New Zealand leaders learn and work have improved in some respects from 30 years ago and deteriorated in others. The improvements include a significant shift away from heroic, often dictatorial, models of leadership towards a greater focus on the many layers and types of leadership required for secondary schools to be successful. The deterioration in leaders being able to learn together across our state school system is created by high levels of competition among state secondary schools and by the inability of the Ministry of Education to have as much influence as might be hoped for in a state education system on the learning – by adults as well as children – in schools. In many parts of the country non- Māori school leaders now have the ability to know much more about hapu and iwi history relevant to their setting than was the case 30 years ago, including through the work of the Waitangi Tribunal. The “balkanisation” of our school system has become more pronounced over the last 30 years, as have the challenges resulting from the growing socio-economic divide between our poorest state schools and our most affluent. The “hands-off” approach from the Ministry of Education and successive governments regarding school zones has damaged the integrity and efficiency of our state school system. Several bitter pay disputes between governments of the day and the secondary teachers’ union, the Post-Primary Teachers’ Association (PPTA) especially, have meant that shared commitments by teachers’ representatives and the Ministry of Education to plan well for teacher supply for our state secondary schools have been difficult to achieve. Teacher supply challenges have added to the pressures on senior and middle leaders of the state schools serving our lowest socio-economic communities especially.
{"title":"Leadership in our secondary schools: good people, inadequate systems","authors":"Graeme Macann","doi":"10.21307/jelpp-2020-004","DOIUrl":"https://doi.org/10.21307/jelpp-2020-004","url":null,"abstract":"Abstract The contexts in which Aotearoa New Zealand leaders learn and work have improved in some respects from 30 years ago and deteriorated in others. The improvements include a significant shift away from heroic, often dictatorial, models of leadership towards a greater focus on the many layers and types of leadership required for secondary schools to be successful. The deterioration in leaders being able to learn together across our state school system is created by high levels of competition among state secondary schools and by the inability of the Ministry of Education to have as much influence as might be hoped for in a state education system on the learning – by adults as well as children – in schools. In many parts of the country non- Māori school leaders now have the ability to know much more about hapu and iwi history relevant to their setting than was the case 30 years ago, including through the work of the Waitangi Tribunal. The “balkanisation” of our school system has become more pronounced over the last 30 years, as have the challenges resulting from the growing socio-economic divide between our poorest state schools and our most affluent. The “hands-off” approach from the Ministry of Education and successive governments regarding school zones has damaged the integrity and efficiency of our state school system. Several bitter pay disputes between governments of the day and the secondary teachers’ union, the Post-Primary Teachers’ Association (PPTA) especially, have meant that shared commitments by teachers’ representatives and the Ministry of Education to plan well for teacher supply for our state secondary schools have been difficult to achieve. Teacher supply challenges have added to the pressures on senior and middle leaders of the state schools serving our lowest socio-economic communities especially.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"35 1","pages":"14 - 25"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47509312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Leadership is now promoted as the sine qua non (essential ingredient) for maintaining and developing effective education in New Zealand. It was not this way in the latter years of the 1980s and through the 1990s, when educational management was the preferred nomenclature. Since the turn of the millennium, management has subsided into the shadows of leadership in New Zealand education as part of a global shift in the education policy lexicon and the Educational Management, Administration and Leadership (EMAL) field. Rather than argue whether leadership should be preferred over management, or vice versa, this article focuses on the rise of leadership in New Zealand education over the last 30 years.
{"title":"Thirty years of leadership in New Zealand education: From the shadows of management to sine qua non","authors":"H. Youngs","doi":"10.21307/jelpp-2020-008","DOIUrl":"https://doi.org/10.21307/jelpp-2020-008","url":null,"abstract":"Abstract Leadership is now promoted as the sine qua non (essential ingredient) for maintaining and developing effective education in New Zealand. It was not this way in the latter years of the 1980s and through the 1990s, when educational management was the preferred nomenclature. Since the turn of the millennium, management has subsided into the shadows of leadership in New Zealand education as part of a global shift in the education policy lexicon and the Educational Management, Administration and Leadership (EMAL) field. Rather than argue whether leadership should be preferred over management, or vice versa, this article focuses on the rise of leadership in New Zealand education over the last 30 years.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"35 1","pages":"59 - 77"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41349025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper traverses changes in perceptions of the school principal’s role, from sole to distributed leadership practices. A brief commentary on selected New Zealand literature is followed by a case study of a secondary co-principalship that identifies adaptive strategies and success factors in this joint role. The potentiality of the national Leadership Strategy (2018) and Educational Leadership Capability Framework (2018) to impact these distributed features will then be explored. The paper concludes with suggestions for future directions for distributed leadership practice in New Zealand.
{"title":"An evolution in distributed educational leadership: From sole leader to co-principalship","authors":"R. Notman","doi":"10.21307/jelpp-2020-005","DOIUrl":"https://doi.org/10.21307/jelpp-2020-005","url":null,"abstract":"Abstract This paper traverses changes in perceptions of the school principal’s role, from sole to distributed leadership practices. A brief commentary on selected New Zealand literature is followed by a case study of a secondary co-principalship that identifies adaptive strategies and success factors in this joint role. The potentiality of the national Leadership Strategy (2018) and Educational Leadership Capability Framework (2018) to impact these distributed features will then be explored. The paper concludes with suggestions for future directions for distributed leadership practice in New Zealand.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"35 1","pages":"27 - 40"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46895287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article examines the nature of sudden and sweeping organisational change when a public secondary school facing closure reframed the ideological components of schooling, finding renewed hope and direction for the future. It also attempts to explain how organisational change can take place through university-led action research, activating school community support to become a science, technology, engineering, arts and mathematics (STEAM) school, securing funding sustainability, political and bureaucratic support, and a new regional school and university partnership. Finally, it seeks to understand how teachers and leaders make sense of their new STEAM organisational identity and how they are reflecting upon this in their new work ahead. This single bounded case study used a “sequential transformative strategy” involving an initial phase of action research reframing schooling purpose as a STEAM school. This was followed by semi-structured teacher and leader interviews hermeneutically analysed, constituting a two part project with a theoretical lens of social science theory. The theoretical perspective of Meighan’s component theory informs the analysis of the two methodologies.
{"title":"“Lazarus” school rising: Finding renewed hope with a “little help from our friends”","authors":"Andrew Bills, A. Hamilton, Ben Wadham","doi":"10.21307/jelpp-2020-002","DOIUrl":"https://doi.org/10.21307/jelpp-2020-002","url":null,"abstract":"Abstract This article examines the nature of sudden and sweeping organisational change when a public secondary school facing closure reframed the ideological components of schooling, finding renewed hope and direction for the future. It also attempts to explain how organisational change can take place through university-led action research, activating school community support to become a science, technology, engineering, arts and mathematics (STEAM) school, securing funding sustainability, political and bureaucratic support, and a new regional school and university partnership. Finally, it seeks to understand how teachers and leaders make sense of their new STEAM organisational identity and how they are reflecting upon this in their new work ahead. This single bounded case study used a “sequential transformative strategy” involving an initial phase of action research reframing schooling purpose as a STEAM school. This was followed by semi-structured teacher and leader interviews hermeneutically analysed, constituting a two part project with a theoretical lens of social science theory. The theoretical perspective of Meighan’s component theory informs the analysis of the two methodologies.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"34 1","pages":"65 - 87"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46356070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Data- and research-informed improvement work in ECE","authors":"Line Skov Hansen","doi":"10.21307/jelpp-2018-007","DOIUrl":"https://doi.org/10.21307/jelpp-2018-007","url":null,"abstract":"","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67664250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Geesa, Nicholas P. Elam, Renae D. Mayes, Kat R. McConnell, Kaylee M. McDonald
Abstract Throughout their K-12 educational experience, students should have access to resources, educators, counselors, and specialists to help meet their academic, social, emotional, college, and career needs. When school leaders or principals work in collaboration with school counselors, often school climate is more positive for students, faculty, and stakeholders. However, many school leaders do not receive proper training to evaluate school counselors. The purpose of the study is to explore school leaders’ perspectives of processes, policies, and trends in school counselor evaluation. The amount and type of support school counselors receive from their school leaders is important in developing and maintaining a progressive comprehensive school counseling (CSC) program for all students, but leaders must be familiar with CSC in order to appropriately evaluate school counselors. The results indicate that while delivery of a CSC program may be important, the evaluation process may be limited in its utility to help school counselors adhere to and implement the American School Counselor Association (ASCA) National Model, which includes foundation, management, accountability, and delivery components. More research is needed regarding what content should be included in a school counselor evaluation.
{"title":"School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model","authors":"R. Geesa, Nicholas P. Elam, Renae D. Mayes, Kat R. McConnell, Kaylee M. McDonald","doi":"10.21307/jelpp-2019-002","DOIUrl":"https://doi.org/10.21307/jelpp-2019-002","url":null,"abstract":"Abstract Throughout their K-12 educational experience, students should have access to resources, educators, counselors, and specialists to help meet their academic, social, emotional, college, and career needs. When school leaders or principals work in collaboration with school counselors, often school climate is more positive for students, faculty, and stakeholders. However, many school leaders do not receive proper training to evaluate school counselors. The purpose of the study is to explore school leaders’ perspectives of processes, policies, and trends in school counselor evaluation. The amount and type of support school counselors receive from their school leaders is important in developing and maintaining a progressive comprehensive school counseling (CSC) program for all students, but leaders must be familiar with CSC in order to appropriately evaluate school counselors. The results indicate that while delivery of a CSC program may be important, the evaluation process may be limited in its utility to help school counselors adhere to and implement the American School Counselor Association (ASCA) National Model, which includes foundation, management, accountability, and delivery components. More research is needed regarding what content should be included in a school counselor evaluation.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"34 1","pages":"25 - 43"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44277702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper uses a systems approach to examine the implementation of a design thinking (DT) initiative in a Singaporean secondary school setting. In particular, the paper uses the systems representational tools attributed to Senge (1990) to better understand the factors and relationships that underpin successful change initiatives in terms of the change process and related outcomes. The systems approach sheds light not only on those managerial and behavioural factors that facilitate initial acceptance and adoption of the design thinking change initiative, but also those factors that might inhibit or undermine ongoing change and success. As such, the paper provides interpretive insight about what constitutes effective systemic change in the implementation of design thinking, and on the nature of individual managerial intervention necessary to sustain ongoing and effective use of the design thinking and other initiatives.
{"title":"A systems perspective on exploring the sustainability of leadership initiatives in a secondary school setting","authors":"Kala S. Retna, J. Davies","doi":"10.21307/jelpp-2019-001","DOIUrl":"https://doi.org/10.21307/jelpp-2019-001","url":null,"abstract":"Abstract This paper uses a systems approach to examine the implementation of a design thinking (DT) initiative in a Singaporean secondary school setting. In particular, the paper uses the systems representational tools attributed to Senge (1990) to better understand the factors and relationships that underpin successful change initiatives in terms of the change process and related outcomes. The systems approach sheds light not only on those managerial and behavioural factors that facilitate initial acceptance and adoption of the design thinking change initiative, but also those factors that might inhibit or undermine ongoing change and success. As such, the paper provides interpretive insight about what constitutes effective systemic change in the implementation of design thinking, and on the nature of individual managerial intervention necessary to sustain ongoing and effective use of the design thinking and other initiatives.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"34 1","pages":"1 - 24"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42368889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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