| Title | Author | Year | Add to Folder |
| Interactions between principals and teacher leaders in the context of Chinese curriculum reform : a micropolitical perspective.
| Zhang, Yaxing
Henderson, Deborah | 2018 |
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Title: Interactions between principals and teacher leaders in the context of Chinese curriculum reform : a micropolitical perspective.
Author(s): Zhang, Yaxing | Henderson, Deborah |
Journal Details: Australian Educational Researcher v.45 n.5 p.603-624
Published: November 2018
ISSN: 0311-6999
Abstract: This paper draws from a larger exploratory qualitative study that investigated the perceptions of principals and teacher leaders regarding their interactions in Chinese urban primary schools during contemporary curriculum reform. Insights from micropolitics, notably two core constructs of cooperation and conflict, were utilised to examine the interactions of participants. The research found that principals and teacher leaders employed exchange and facilitation as two strategies during cooperative processes; and they adopted enforcement and compromise in conflictive processes. Eight new sub-dimensions under the four strategies emerged from the interview accounts. Findings indicate that most principals were exercising their power 'through' their teacher leaders who in turn were working in alignment with their principals to achieve the desired outcomes in schools. Principals in some circumstances used power 'over' as a traditional approach, while power 'with' was not apparent in participants' comments. The paper contends that traditional Chinese cultural attitudes towards education, as shaped through Confucianism, were also discernible in framing the nature of some of the interactions between principals and teacher leaders. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-018-0275-x
Record No: 221483 From EdResearch online
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| Leading secondary teachers' understandings and practices of differentiation through professional learning.
| Frankling, Thomas
Jarvis, Jane
Bell, Michael | 2017 |
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Title: Leading secondary teachers' understandings and practices of differentiation through professional learning.
Author(s): Frankling, Thomas | Jarvis, Jane | Bell, Michael |
Journal Details: Leading & Managing v.23 n.2 p.72-86
Published: December 2017
ISSN: 1329-4539
Abstract: This article reports on the findings of a qualitative research project that explored teachers' understandings of differentiation, their application of differentiation in the classroom, and the role of targeted professional development and mentoring in improving teachers' understandings and practices related to differentiation in a regional public secondary school. Using action research methodology, the study builds on the limited body of Australian research relating to teachers' understanding and application of differentiated instruction, and explores the complexities of attempting to implement a differentiated approach to pedagogy within the framework of the Australian Curriculum. It also scrutinises a school leader's role in facilitating change toward more differentiated pedagogy. We found that teachers appeared willing to deepen their knowledge about differentiation and improve its practical classroom application when given targeted, contextual support and direction. The findings are relevant to those in pedagogical leadership, particularly those interested in examining the leader's role in enhancing differentiated pedagogy. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=220590
Record No: 220590 From EdResearch online
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| Master teachers as leaders in school-based action research.
| Trimmer, Karen
Donovan, Jenny
Findlay, Yvonne S.
Mohamed, Kamariah | 2017 |
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Title: Master teachers as leaders in school-based action research.
Author(s): Trimmer, Karen | Donovan, Jenny | Findlay, Yvonne S. | Mohamed, Kamariah |
Journal Details: Leading & Managing v.23 n.2 p.1-12
Published: December 2017
ISSN: 1329-4539
Abstract: This article contributes to the literature on Master Teachers from the perspective of an Australian regional university charged to provide support to a Master Teacher program under the control of the State Department of Education. The article provides an overview of the global trend towards the appointment of Master Teachers, a snapshot of the support the University provided, and the implications of the requirement, in this case, for the Master Teachers to engage with action research. A novel experience for most, and the articles in this special edition report this process and learning journey from four of the Master Teachers with whom we worked. It is hoped that this report of the experiences of university academics may be of use to other universities who may be tasked to take on a similar responsibility. As the program was not under our control, this is by no means intended to be a formal evaluation of the Master Teacher program as rolled out in Queensland, Australia. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=220585
Record No: 220585 From EdResearch online
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| The need for teacher leadership in regional schools.
| Carter, Amber | 2015 |
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Title: The need for teacher leadership in regional schools.
Author(s): Carter, Amber |
Journal Details: Australian Educational Leader v.37 n.2 p.40-41
Published: Term 2, 2015
ISSN: 1832-8245
Abstract: Based on the authors' experience while teaching in New South Wales, this article discusses the importance of regional schools investing in teacher leadership. In particular, attention needs to be paid to improving professional development for early career teachers who find themselves in teacher leadership positions. This could be through mentoring or professional learning communities. Building collective capacity in regional schools can be challenging. Improving job satisfaction and increasing the engagement and involvement of teachers in the functioning of the school would play some part in not only increasing teaching retention but also improving student learning.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=209313
Record No: 209313 From EdResearch online
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| Perspectives on teacher leadership for evidence-informed improvement in England.
| Stoll, Louise
Brown, Chris
Spence-Thomas, Karen
Taylor, Carol | 2015 |
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Title: Perspectives on teacher leadership for evidence-informed improvement in England.
Author(s): Stoll, Louise | Brown, Chris | Spence-Thomas, Karen | Taylor, Carol |
Journal Details: Leading & Managing v.21 n.2 p.75-89
Published: Spring/Summer 2015
ISSN: 1329-4539
Abstract: With a national policy emphasis in England on evidence-based teaching within a self-improving school system, teachers need to create and use knowledge to best effect. It is also imperative that they collaborate within and across schools to develop and deepen their practice. In this context, middle and other teacher leaders can play an important role in enhancing improvement. In this article we will first set out the national context for teacher leadership and improvement, signposting key shifts over the last 10 years. We will then describe three national projects: a middle leader knowledge exchange project with Challenge Partners, a national network of schools, funded by the Economic and Social Research Council (ESRC); Research Learning Communities, a research use randomised control trial project, in its first of two years, funded by the Educational Endowment Foundation; and a National College for Teaching and Leadership funded network enquiry project. Finally, we will discuss issues and challenges and implications for teacher leadership of improvement. [Author abstract]
URL (open access) : http://www.acel.org.au/acel/ACEL_docs/Publications/LM_V21N02_eBook/index.html
URL (conditional access) : http://library.acer.edu.au/document/?document_id=212369
Record No: 212369 From EdResearch online
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| A refreshing perspective on teacher leadership : How teacher leaders effectively combine the use of autonomy and collaboration to enhance school improvement.
| Bauman, Cheryl | 2015 |
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Title: A refreshing perspective on teacher leadership : How teacher leaders effectively combine the use of autonomy and collaboration to enhance school improvement.
Author(s): Bauman, Cheryl |
Journal Details: Leading & Managing v.21 n.2 p.46-59
Published: Spring/Summer 2015
ISSN: 1329-4539
Abstract: This article draws from a larger study that explored the interconnectedness between job satisfaction of Canadian elementary teachers, school culture and student achievement. An important finding indicated that effective teachers combine autonomy and collaboration in their work settings and that the relationship between these is circular in nature, whereby collaborative roles actually enriched the autonomous practice in the classroom. Findings emphasised the importance of collective action and parallel leadership on behalf of both the teachers and principals in order to sustain change and to further enhance student learning outcomes. This collective action has been captured in a leadership model titled Cultural-Relational Leadership (CRL). [Author abstract]
URL (open access) : http://www.acel.org.au/acel/ACEL_docs/Publications/LM_V21N02_eBook/index.html
URL (conditional access) : http://library.acer.edu.au/document/?document_id=212367
Record No: 212367 From EdResearch online
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| Teachers leading educational improvements : Developing teachers' leadership, improving practices, and collaborating to share knowledge.
| Campbell, Carol
Lieberman, Ann
Yashkina, Anna | 2015 |
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Title: Teachers leading educational improvements : Developing teachers' leadership, improving practices, and collaborating to share knowledge.
Author(s): Campbell, Carol | Lieberman, Ann | Yashkina, Anna |
Journal Details: Leading & Managing v.21 n.2 p.90-105
Published: Spring/Summer 2015
ISSN: 1329-4539
Abstract: We propose that the past decade has seen both an expansion in the purpose and scale of educational improvement with the rise of Whole System Reform and an increase in the interest in the potential of teacher leadership as contributing to both school and system improvement. We contend that it is possible for teachers to lead school and system improvement, in partnership with school leaders, teachers' unions and government. Based on research for Ontario's Teacher Learning and Leadership Program, we discuss three key factors concerning teacher leadership. First, teachers can be the developers of their own and their peers' leadership rather than only the recipients of externally provided or directed leadership development. Second, teachers can be the leaders of professional knowledge and practices for educational improvement within and beyond their schools. Third, teachers can lead through collaboration and networks rather than only through formal hierarchies. [Author abstract]
URL (open access) : http://www.acel.org.au/acel/ACEL_docs/Publications/LM_V21N02_eBook/index.html
URL (conditional access) : http://library.acer.edu.au/document/?document_id=212370
Record No: 212370 From EdResearch online
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| Public anticipation yet private realisation : the effects of using cases as an approach to developing teacher leaders.
| Clemans, Allie
Berry, Amanda
Loughran, John | 2012 |
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Title: Public anticipation yet private realisation : the effects of using cases as an approach to developing teacher leaders.
Author(s): Clemans, Allie | Berry, Amanda | Loughran, John |
Journal Details: Australian Journal of Education v.56 n.3 p.287-302
Published: November 2012
ISSN: 0004-9441
Abstract: Recent research has begun to conceptualise the professional learning of practising teachers who take on leadership roles in schools. In this vein, this article draws on a qualitative interview-based study designed to investigate case writing as a professional learning approach. It focuses on the way in which writing of a published case encouraged teacher leaders to articulate their growing knowledge about leadership. Data indicate that teacher leaders' anticipation of a public audience for their case writing was the feature that compelled them to consolidate and articulate their knowledge. But teachers' traditional positioning as knowledge consumers (rather than as knowledge producers) led to their fragile confidence to later share the professional knowledge they had developed. The outcomes of this study hold implications for case writing as an approach to developing teacher leaders and for professional learning programs that seek to shift practitioner and public knowledge of teacher leadership into professional communities. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=193812
http://dx.doi.org/10.1177/000494411205600307
Record No: 193812 From EdResearch online
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| Becoming a teacher leader : teachers re-thinking their roles.
| Dawson, Mark | 2011 |
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Title: Becoming a teacher leader : teachers re-thinking their roles.
Author(s): Dawson, Mark |
Journal Details: Leading & Managing v.17 n.1 p.16-27
Published: Autumn/Winter 2011
ISSN: 1329-4539
Abstract: Much has been written about the need for, characteristics of and the work of teacher leaders, however, there is little about the experience of becoming a teacher leader. This article reports on this experience from the perspective of those who have become teacher leaders. The article elaborates on the experiences of teachers who initially had little understanding of teacher leadership, and were confused about the manner in which leadership related to their role as teachers. The schools in which this study was undertaken were in the process of change and were using the Innovative Designs for Enhancing Achievements in Schools (IDEAS) Program as a mechanism for improvement. The findings reported in this article revealed that when experienced teachers, in this case those with 8-35 years in the profession, were provided with leadership opportunities and with an explicit teacher leadership framework they were able to learn, adapt and begin to incorporate leadership roles into their perceptions of their work as teachers. Furthermore when the principal legitimated the teacher leadership framework throughout the school, the enhanced clarity around the role of teacher leaders proved beneficial to the acceptance of emerging teacher leaders and their work. The implications of this role reconceptualisation in terms of adaptive learning and career development are discussed. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=186962
Record No: 186962 From EdResearch online
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| Curriculum leadership in remote Indigenous communities.
| Jorgensen, Robyn
Niesche, Richard | 2011 |
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Title: Curriculum leadership in remote Indigenous communities.
Author(s): Jorgensen, Robyn | Niesche, Richard |
Journal Details: Leading & Managing v.17 n.1 p.45-58
Published: Autumn/Winter 2011
ISSN: 1329-4539
Abstract: In remote Indigenous communities, there are many challenges that confront educators, the most important being leadership that challenges the status quo and moves Indigenous communities forward in their access to, and engagement with a high quality school curriculum. This article draws on data from an Australian Research Council funded project where the complexities around reforming mathematics were investigated through leadership models. It was considered that the complexities faced by principals in their day-to-day management of schools inhibited their capacity for curriculum leadership. A new model of distributing curriculum leadership was adopted for numeracy reform. While still in its early stages, this model, its genesis, and its implementation are discussed along with the mitigating context that shapes the need for models of leadership that focus on curriculum reform for remote Indigenous contexts. The implications of this model are discussed in conjunction with the field of educational leadership research. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=186964
Record No: 186964 From EdResearch online
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| The hitch-hiker's guide to the leadership cosmos : part 2.
| Lewis, Marian
Crowther, Frank | 2011 |
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Title: The hitch-hiker's guide to the leadership cosmos : part 2.
Author(s): Lewis, Marian | Crowther, Frank |
Journal Details: Australian Educational Leader v.33 n.2 insert
Published: 2011
ISSN: 1832-8245
Abstract: COSMIC C-B is an educational idea that derives from six 'dynamics': committing to school revitalisation; organisational diagnosis and coherence; seeking new heights; micro-pedagogical deepening; invoking reaction; and consolidating success. The focus on this article is the 'seeking new heights' dynamic. This comprises of two distinct strands - visioning and the development of a schoolwide pedagogy. A couple of examples of professional learning exercises for each are given.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=188074
Record No: 188074 From EdResearch online
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| Teacher leaders driving change : an 'Inhouse inquiry' process.
| Thornton, Paul
Phelps, Renata
Graham, Anne | 2011 |
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Title: Teacher leaders driving change : an 'Inhouse inquiry' process.
Author(s): Thornton, Paul | Phelps, Renata | Graham, Anne |
Journal Details: Australian Educational Leader v.33 n.2 p.8-13
Published: 2011
ISSN: 1832-8245
Abstract: This paper describes 'Inhouse Inquiry', a program which focused on harnessing the capabilities of teachers as agents of change in their school in order to support and enhance student learning. Inhouse Inquiry sought to provide a platform for selected teachers to demonstrate their growing sophistication in dealing with complex school situations by initiating, designing, conducting and reporting on a research project. The initiative called for teachers to carefully examine self identified (and school principal agreed) areas of interest in a systematic and supported manner. It also provided an opportunity to continue to focus on building communities of teacher leaders within schools. Thus, in addition to delivering tangible benefits to students and the school more generally through a better understanding of each specific problem being investigated, the project sought to build the skills of those involved so they could continue to influence educational practice in the school well after the program concluded.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=188070
Record No: 188070 From EdResearch online
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