1,721,069 research outputs found
Principals as architects of formal mentoring programs in schools
No full textAn important responsibility of principals in schools is fostering a healthy learning-rich environment for both staff and students. Previous research (Duignan & Gurr, 2008; Ehrich, 1998; Leithwood & Day, 2007; Nias, Southworth, & Campbell, 1992) has shown that effective principals create opportunities for teachers to learn with and from each other. For instance, they are involved in establishing supportive structures and creating environments for collaboration and learning to take place (Leithwood & Day, 2007). They do this in a variety of ways such as providing resources and professional development opportunities, structuring time for staff to learn and work together, and establishing a host of other conditions to facilitate learning and sharing
Australian school leadership today : conclusions
No full textThe evidence provided in this book allows us to conclude that the context of 'new managerialism', which embraced managerial efficiency and effectiveness through bureaucracy and accountability as key levers for meeting higher community expectations and reforming schools, has failed. It also allows us to conclude that it is time that the professionals, the school leaders, ensure that what happens in schools, now and in the future, is what they want to happen. The professionals need to re-establish their individual and collective educational agency. The major professional challenge for any school leader is overcoming the gap between dependence in, or a feeling of, the inevitability of political, system or bureaucracies being the means of achieving what they want, and actively working to implement their preferred model of schools as social centres, learning organisations or professional learning communities (see chapters in this book and Mulford, 2008)
Introduction and chapter summaries
No full textSchool leadership now rightly holds centre stage in discussions about schools, their performance and student learning. However, the availability of quality evidence on school leadership in our country is scarce and what is available is scarcely used. There have been few examples of collected pieces of writing from Australians focusing on school leadership. There are a small number of research studies on Australian school leadership and there is a variable quality of the research that has been published (Mulford, 2007)
Mentoring across the professions : some issues and challenges
No full textMentoring has been identified as a valuable learning activity for beginners and more experienced personnel across a range of professions. For example, education, nursing, medicine, law, accounting , and public administration are among those professions that have utilised mentoring programs as a way of socialising and developing the skills and competencies of new professionals. The definition of mentoring used in this paper comes from Hansford, Tennent, and Ehrich (2002, 2003) that describes mentoring as a process whereby a more experienced practitioner works with, supports, guides and provides professional development to a less experienced practitioner. Mentoring, then, is often used to develop novice or less experienced professionals at two important phases in their career: (i) during their initial university training; and (ii) after graduation from university. For example, within the field experience components of many university degrees in education, nursing, medicine, social work, and other human service programs, students are assigned workplace mentors who assist them in transferring important skills and knowledge learned at university into practical setting. For concentrated periods of time during their degree, pre-service teachers, pre-service nurses and medical students work in the field alongside a workplace mentor
Leading Beautifully : Educational Leadership as Connoisseurship
No full textLeading Beautifully provides a new dimension to understanding effective leadership. Drawing from lessons in the arts and the humanities, English and Ehrich explore how educational decision-making in schools can be informed by identity, personal competence, and an understanding of the field's intellectual foundations. Based on in-depth interviews of artists and educational leaders, this book provides insight into the inner world of successful leaders who have developed competencies and understandings that extend beyond the standard leadership tool box. This exciting new book explores the theory and practice of leadership connoisseurship as a human-centered endeavor and as an antidote to mechanistic, business-oriented practices. The authors' well-grounded reconsideration of educational leadership will enliven and enhance any educational leader's practice
Mentoring and women managers : another look at the field
No full textPURPOSE: To provide a discussion of some salient research relating to mentoring for women managers. \ud
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METHODOLOGY / APPROACH: The paper draws mainly upon writing and research from the United Kingdom, United States, Canada and Australasia to explore some of the issues that continue to be pertinent for the mentoring of women managers. \ud
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FINDINGS: The paper explores some of the early arguments promoting mentoring for women in the light of more recent research. From the literature, three key issues that have important implications for women in mentoring relationships are considered. These are identifying the nature and focus of mentoring relationships; managing cross-gender mentoring; and negotiating the power dimension that underpins the mentoring relationship. \ud
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PRACTICAL IMPLICATIONS: The paper provides a discussion of the practical implications of three key issues that are significant for women managers. \ud
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ORIGINALITY / VALUE OF PAPER: The paper draws together work in the field and distils a number of issues and their implications that require further attention and discussion
Between the Ideal and the Reality Falls the Shadow: Role and Workload of Principals in Changing Times
No full textWhat is this thing called leadership? Prominent Australians tell their stories
No full textLeadership we have all been part of it in some way. Many have practised it, others have researched and written about it, all of us have seen it in action at some time. Yet despite its ubiquity, there is a continuing cry that we need more and better leadership, be it in business, schools, churches, the community, or politics. This book, rather than taking a traditional theoretical approach, lets the voices of those acknowledged as leaders across the community do the talking. These are people who live, breath and practise leadership they make it happen. Each of the ten leaders who speak in this book has demonstrated outstanding success in their field, such that their story is rich and informative, adding both critical and creative insights for those who seek to understand the leadership phenomenon better. What is this thing called leadership? will be of interest to those currently holding leadership positions in their organisations, those aspiring to such positions, as well as to those studying leadership more formally, such as MBA students
Three P’s for the mentoring of women educators : purpose, power, propriety
No full textMuch has been written about mentoring and its potential to support the learning and career development of individuals. This paper is a review of some of the literature and research in the field that explores the nature, focus and purpose of mentoring arrangements. It begins by providing a background discussion about the meaning of mentoring and some different categorisations. It then presents some initial arguments that were used to promote mentoring as a career strategy for women. The next and final part of the paper considers three issues that have the potential to shape the dynamics of mentoring relationships. These issues are purpose, power, and propriety
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