1,721,037 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
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
Shall we dance? The story of The Radiance Dance Project
No full textCommunity workers are often described as unsung heroes who work for, with, and alongside others in order to make qualitative differences to the communities they serve. This paper reports on the story of a community based arts educator, Morgan Jai-Morincome, winner of the ACT Adult Learners Week Award for an outstanding program in 2007. This program, referred to as The Radiance Dance Project, is an inclusive performance project open to women with and without disabilities that culminates in a yearly performance. Via an interview with Morgan, observations of a workshop she provided for the women in her 2009 program, and a viewing of a DVD of the 2008 dance performance, this case study provides an illustration of the power of arts based educative processes for breaking down barriers between people with and without disabilities. It draws upon constructs from ethical leadership theory and empowerment theory to interpret her ideas and practices
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
What can grassroots leadership teach us about school leadership
No full textThis paper explores grassroots leadership, an under-researched and often side-lined approach to leadership that operates outside of formal bureaucratic structures. The paper’s central purpose is the claim that an understanding of grassroots leadership and tactics used by grassroots leaders provides valuable insights for the study of school leadership. In this paper, we present and discuss an original model of grassroots leadership based on the argument that this under-researched area can further our understanding of school leadership. Drawing upon the limited literature in the field, we present a model consisting of two approaches to change (i.e. conflict and consensus) and two categories of change (i.e. reform and refinement) and then provide illustrations of how the model works in practice. We make the argument that the model has much merit for conceptualizing school leadership, and this is illustrated by applying the model to formal bureaucratic leadership within school contexts. Given the current climate in education where business and management language is pervasive within leadership-preparation programs, we argue that it is timely for university academics, who are responsible for preparing school leaders to consider broadening their approach by exposing school leaders to a variety of change-based strategies and tactics used by grassroots leaders
Grassroots leaders: Reclaiming 'Native Leadership' as content for enhancing formal leadership preparation
No full textIt is almost a truism that persons who occupy formal bureaucratic positions in schools may not actually be leaders if they were not role incumbents in a bureaucracy. It is also clear from studies of grassroots leaders that without the qualities of skills of leadership no one would follow them because they have no formal, hierarchical role upon which others were dependent to them.\ud
One of the reasons for re-examining the nature of grassroots leaders is to attempt to recapture those tactics or strategies which might be reconceptualized and utilized within more formal settings so that role dependent leadership becomes more effectual and trustworthy than one that is totally dependent on role authority. This reasoning is especially a critical need if there is a desire to work towards more democratic and collaborative working arrangements between leaders and followers, and where more flexible and dynamic relationships promise higher levels of commitment and productivity. Hecksher (1994) speaks of such a reconceptualization as part of a shift from an emphasis on power to one centered on influence.\ud
This paper examines the nature of leadership before it was subjected to positivistic science and later behavioural studies. This move follows the advice of Heilbrunn (1996) who trenchantly observed that for leadership studies to grow as a discipline, “it will have to cast a wider net” (p.11). Willis et. Al. (2008) make a similar point when they lament that social scientist have forced favoured understanding bureaucracies rather than grassroots community organizations, yet much can be gained by being aware of the tactics and strategies used by grassroots leaders who depend on influence as opposed to power. This paper, then, aims to do this by posing a tentative model of grassroots leadership and then considering how this model might inform and be used by those responsible for developing school leaders
Understanding community leadership: Insights from a community leader
No full textCommunity leaders have been described as unsung heroes who work for, in, and with the community to make qualitative differences to the communities they serve. Many of these community leaders receive no remuneration for their efforts but what drives them is a desire for change or improvement in a community issue. This paper tells the story of one grass roots community leader who has worked tirelessly on number of community issues and campaigns over a 35 year period. It does this in an attempt to reveal the leader’s motivations, drive, and inclusive leadership practices that characterise him as a grass roots leader. The paper refers to some of the broader contextual factors that have shaped and continue to shape his thinking about leadership. It provides a discussion of a number of the leadership activities in which he has demonstrated leadership and through which his core values and motivations are evident. Finally, the paper provides an analysis of the community leader's values, motivations and practices in the light of some contemporary leadership literature
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