A School Wide Approach to Leading Pedagogical Enhancement: An Australian Perspective

Autor/inn/en	Conway, Joan M.; Andrews, Dorothy
Titel	A School Wide Approach to Leading Pedagogical Enhancement: An Australian Perspective
Quelle	In: Journal of Educational Change, 17 (2016) 1, S.115-139 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1573-1812
DOI	10.1007/s10833-015-9258-0
Schlagwörter	Foreign Countries; Educational Change; Change Strategies; Student Diversity; Teaching Methods; Instructional Leadership; Academic Achievement; Standards; Teacher Leadership; Principals; Teacher Administrator Relationship; Educational Quality; Teacher Responsibility; Curriculum Development; Participative Decision Making; Administrator Role; Australia + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Lösungsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Instruction; Leadership; Bildung; Erziehung; Führung; Schulleistung; Standard; Lehrerfunktionsstelle; Principal; Schulleiter; Quality of education; Bildungsqualität; Lehrverpflichtung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Australien
Abstract	This paper presents how some Australian schools are changing their approaches to leading the teaching and learning in their diverse and multi-characteristic contexts. Experiences of these schools shows that the development of a school wide approach to pedagogy and its implementation needs to be firmly embedded in the leadership of learning. Drawing on recent research conducted in the Sydney Catholic Education Office system in Australia (Crowther et al. in "Leading and Managing" 18(2):1-33, 2012) there is evidence of relationship between the development and implementation of a school wide approach to pedagogy and student achievement. There is also evidence to support leadership that is based on a mutualistic relationship between teacher leaders and the principal. This paper focuses on the way schools have used their visions and pedagogical frameworks to enhance whole of school quality outcomes. It highlights the power of teacher leaders taking responsibility for pedagogical development and implementation. In addition, it illustrates the power of mutualistic relationships (parallel leadership) when the principal takes responsibility for unleashing and trusting the creative expertise of teacher leaders in line with the role of strategic leadership and management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01