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  • Journal Of Educational Leadership Policy And Pract

 

Article | 30-November-2019

What does it mean to be a principal? A policy researcher’s perspective on the last 30 years in Aotearoa New Zealand

Introduction School leadership practices are pivotal to the wellbeing and effectiveness of individual schools. School leadership also provides a lens to understand the wellbeing, effectiveness and equity of a schooling system. What do we ask of our school leaders, particularly our principals? How do we develop and support principals so that they can carry out this increasingly complex role well? How do we ensure that every school has a good principal? These are key questions that lie behind the

Cathy Wylie

Journal of Educational Leadership, Policy and Practice, Volume 35 , 41–58

Article | 21-April-2019

Multiple hues: New Zealand school leaders’ perceptions of social justice

Social justice is a fluid and contested notion. In the absence of a nationally accepted definition of, and commitment to, social justice, New Zealand school leaders and their communities must interpret the nature and substance of this phenomenon. This article examines the perspectives of eight secondary principals who participated in the International School Leadership Development Network’s (ISLDN) study on leadership for social justice. Whilst not explicitly theorized as such

Michele Morrison, Rachel McNae, Christopher M. Branson

Journal of Educational Leadership, Policy and Practice, Volume 30 , ISSUE 1, 4–16

Article | 21-April-2019

Dialogue as socially just communication

of leadership and, thereby, raise the primacy of pervasive communication as an essential aspect of leadership. Thus, this article focuses on dialogue as a form of communication befitting the requirements of contemporary school leadership. It argues that dialogue contributes to a form of communal professionalism in which there is a reduction in barriers between school principals, other leaders, teaching staff, parents in schools, and students. It is in this respect, it is argued, that dialogue is

Jeremy Kedian

Journal of Educational Leadership, Policy and Practice, Volume 30 , ISSUE 1, 39–50

Article

Teachers’ perspectives of the school leadership strategies for a successful change initiative

Tamara Shilling

Journal of Educational Leadership, Policy and Practice, Volume 32 , ISSUE 2, 46–57

Article

Who will lead? Principal succession in New Zealand’s faith-based integrated schools

One of the most challenging tasks for any school’s board of trustees is leading the process to employ a new principal when a principal change is impending. The importance of this task cannot be underestimated as there is an integral relationship between school leadership and student achievement. Globally, research indicates that this task is becoming increasingly difficult as an aging population of principals is heading towards retirement and fewer teachers and middle managers are

Francine Bennett

Journal of Educational Leadership, Policy and Practice, Volume 32 , ISSUE 2, 3–15

Article | 09-June-2019

A New Zealand case study: What is happening to lead changes to effective co-teaching in flexible learning spaces?

De-privatising teaching and working collaboratively with fellow teachers in purposively designed school buildings requires effective leadership. The principal is situated amongst those closely affiliated to their school such as teachers, parents and students, and yet they need to work alongside the wider school community, the school’s governing Board of Trustee members and national educational policy-makers and administrators. This article uses a single case study of a school leadership

Jo Fletcher, Julie Mackey, Letitia Fickel

Journal of Educational Leadership, Policy and Practice, Volume 32 , ISSUE 1, 70–83

Article | 21-April-2019

Researching social justice for students with special educational needs

and, hence, to stress the need for its implications upon socially just school leadership practices in New Zealand to be far more thoroughly explored.

Rose Symes

Journal of Educational Leadership, Policy and Practice, Volume 30 , ISSUE 1, 92–105

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