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Effective leadership practices leading to distributed leadership

Leadership within the early childhood education (ECE) sector in New Zealand is both positionally assigned and a required practice of all teachers. Within this context, distributed leadership – where all team members have the opportunity to lead – is increasingly seen as an effective leadership model. This article reports on a study whose aim was to discover practices of effective positional leaders in facilitating distributed leadership. A nationwide survey was carried out in

Rachel Denee, Kate Thornton

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 33–45


An evolution in distributed educational leadership: From sole leader to co-principalship

person responsibility to a concept of distributed leadership. This concept is thoughtfully summarised by Harris (2005) as a process by which “a larger number of people are involved in the work of others, are trusted with information, are involved in decision making, are exposed to new ideas and are participating in knowledge creation and transfer” (p. 165). More broadly, there has been ample conceptual thinking and research applied world-wide to the topic of distributed leadership responsibilities in

Ross Notman

Journal of Educational Leadership, Policy and Practice , 26–40


Widening the leadership story – moving beyond the individual

Distributed leadership that includes democratic practices can open spaces for children and their families to share their knowledge and skills and participate in everyday early childhood leadership activity. Drawing on the findings of a Masters thesis this article discusses how one kindergarten’s exploration of the local community has afforded insights into reframing leadership as an emerging social process whereby teachers, children and families are participants in an approach to

Linda Baxendine

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 46–56


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

This exploratory case study examined the role of leadership in the context of curriculum mapping implementation to determine leadership approaches and strategies needed for the initiative success. Twelve participants shared their experiences concerning the “phenomenon” of the study through semi-structured interviews. The study results confirmed findings from previous research about the critical role of leadership in the initiative success and provided leadership strategies for

Tamara Shilling

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


Making sense of leadership in early childhood education: Tensions and complexities between concepts and practices

Effective leadership within early childhood settings is aligned with the perceived successful implementation of high quality care and education programmes (Thornton, Tamati, Clarkin-Philips, Aitken & Wansbrough, 2009). With growing attention on the role early childhood education (ECE) plays in preparing children to be successful in their lives, it is not surprising that there is increased focus on the work and impact of educational leaders in this endeavour. An expanding body of research

Nicki Klevering, Rachel McNae

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 5–17


Shifting leadership out of the backyard: Expanding opportunities for women leading in higher education in the Solomon Islands

In the Solomon Islands, the paucity of women represented in educational leadership positions is an issue of social justice. This is an area of concern as, although women experience opportunities to practise leadership in a range of community contexts, their access to leadership in the field of education is restricted by a number of social and cultural discourses that marginalize women leaders. This qualitative research investigated the leadership experiences of ten women leaders located in one

Susanne Maezama

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 51–64


Learning in nature: Leadership opportunities in an Education Outside the Classroom programme in a New Zealand early childhood centre

This article explores how involvement in an Education Outside the Classroom (EOTC) programme in one New Zealand early childhood centre provides leadership opportunities for teachers and children and highlights the benefits of [re]connecting young children with nature on a regular basis. It focuses on teachers’ and parents’ views and perspectives on their participation in this nature-based education programme, specifically in regard to the leadership opportunities that the programme

Vicky Hill

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 32–45


Thirty years of leadership in New Zealand education: From the shadows of management to sine qua non

The positioning of leadership as a sine qua non (essential ingredient) of and for education practice and development is commonplace, not just in New Zealand, but also in education systems across the world. Leadership has experienced an elevation in New Zealand education over the past 30 or so years and is now promoted as a core capability that should be developed by all registered teachers (Education Council, 2018). In response to the aim of this Special Issue of the Journal of Educational

Howard Youngs

Journal of Educational Leadership, Policy and Practice , 59–77


Teachers’ beliefs and practices regarding young children´s leadership: A comparison between New Zealand and Honduras

Young children’s leadership is an under-researched area. This article reports how teachers of 4 and 5 year old children in New Zealand and Honduras conceptualise and encourage children’s leadership. Data were gathered through semi-structured interviews and observations of teaching practice. The findings suggest that there are differences between New Zealand and Honduran teachers' beliefs and practices regarding children’s leadership. While teachers in New Zealand settings

Maria Auxiliadora Cerrato, Kate Thornton, Maggie Haggerty

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 57–69


Leadership in our secondary schools: good people, inadequate systems

Introduction My experience of educational leadership has been limited to working in New Zealand state secondary schools and being involved in some education sector-wide groups. My educational leadership practice has been formed to a limited degree only by any of the New Zealand official documentation on educational leadership, although there are some notable exceptions such as some of the ideas in the Ministry of Education’s Best Evidence Synthesis series (for example Robinson, Hohepa & Lloyd

Graeme Macann

Journal of Educational Leadership, Policy and Practice , 13–25


Culturally sustaining instructional leadership: Perspectives from Native American public school principals in Montana and Wyoming

The purpose of this quantitative study was to gain a deeper understanding of principal beliefs of an emergent framework called Culturally Sustaining Instructional Leadership (CSIL) developed from a review of literature designed to support the implementation of Culturally Sustaining Pedagogy (CSP). Through a detailed review of literature, six instructional elements and five cultural elements were developed to guide principals in the removal of barriers and in support of teacher implementation of

William Holmes, Suzanne Young

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 17–31


Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Our teacher leadership story comes from two schools collaborating on a New Zealand Teacher Led Innovation Fund (TLIF) project exploring the effect of student-led learning practices on literacy achievement within modern learning environments (MLEs).  Our rationale is that learning which is individualised for all learners leads to more equitable outcomes for all. It also enables student ownership of learning, which in turn increases success for all learners, measured through improved student

Ann R Briggs, Bek Gabites, Scott Mackenzie, Julie McIntosh, Josh Shelley, Peter Verstappen

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 62–69


O le Tautai Matapalapala: Leadership strategies for supporting Pasifika students in New Zealand schools

humanitarian approach with the self-belief, courage, determination and perseverance to wholeheartedly take students from where they are currently at in learning, to where they need to be. This research used Talanoa methodology to explore the perceptions of four principals on supporting Pasifika students in primary and secondary New Zealand schools. This research found a significant need for effective leadership by principals to navigate educational changes that genuinely make a difference to unlock doors

Tufulasifa’atafatafa Ova Taleni, Angus Macfarlane, Sonja Macfarlane, Jo Fletcher

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 16–32


Middle-level leaders as direct instructional leaders in New Zealand schools: A study of role expectations and performance confidence

The literature on instructional leadership consistently assigns this role to school principals whilst indicating that it can be spread amongst others. Recently the spotlight has moved to middle leadership involving a focus on classrooms through direct instructional leadership. The purpose of this study was to add to a small but growing body of literature that centres on middle-level leadership in schools. The research aims were to conceptualise the nature of the direct form of instructional

Carol Cardno, Joanne Robson, Arun Deo, Martin Bassett, Jo Howse

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 32–47


Dispositions of a responsible early childhood education leader: Voices from the field

In our organisation's research project, “Leaders Growing Leaders” (Ryder, Davitt, Higginson, Smorti, Smith & CarrollLind, 2017), which investigated effective ECE leadership in Aotearoa/New Zealand, leadership dispositions were identified as one means of making sense of the complexities of leadership within early childhood education. The New Zealand early childhood curriculum Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Early Childhood Curriculum (Ministry of

Gwen Davitt, Debbie Ryder

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 18–31


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 , 41–58


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 , ISSUE 2, 3–15


Leading for social justice in Ghanaian secondary schools

This article describes a study undertaken to examine what social justice leadership looks like and accomplishes when practiced by three women heads of school in the West African county of Ghana. Definitions of social justice and social justice leadership abound and range from the all-encompassing to the tightly constrained (Berman, 2011; Cribb & Gerwirtz, 2003; Larson & Murtadha, 2002; North, 2008; Theoharis, 2007, 2009). However, this study seeks to examine the leadership responses of

Jill Sperandio, Joyce Eku Willson-Tagoe

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 65–78


Dialogue as socially just communication

Today’s school leaders seemingly face an ever-increasing array of competing demands and challenges. They are expected to be innovative, transformational and expert while, at the same time, sharing many of the leadership processes, acting in ways that are ethical and socially just, and being highly consultative (Senge, 1994; Stoll, Fink, & Earl, 2003; West-Burnham & Coates, 2006). Together, these expectations place the building of effective interpersonal relationships at the heart

Jeremy Kedian

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


The integration of the functions of principals and deputy principals in the management of secondary school

This paper presents and compares the results of two qualitative studies about leadership roles in secondary education. Both studies were conducted in the northwest of Mexico. The results show that in the first instance principals and deputy principals do not form work teams and show little concern for participation with one another. The functions of the deputy principals focus on the control of the institution, while the principals address the broader dimensions of administration, organization

Claudio Navarro-Corona, Charles Slater

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 58–68


Transitioning to a meaningful appraisal process: One principal’s journey

This paper focuses on the role of the principal in establishing a meaningful appraisal process. The journey of one urban primary school is explored from the perspective of the principal as the teaching staff transition from an ineffective system to a process that has teacher growth and learners’ achievement at the centre. We acknowledge that the leadership team and teachers played an important role in implementing any changes, however, the key focus of this paper is the principal’s

Bilinda Offen, Susan Sandretto

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 60–71

Research Communicate


based on the first leadership time. It appears that this time has little effect on the predicting.

Czeslaw Stępniak

Statistics in Transition New Series , ISSUE 2, 351–357


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 , ISSUE 1, 4–16


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 , ISSUE 1, 70–83


A systems perspective on exploring the sustainability of leadership initiatives in a secondary school setting

necessarily take account of the social/human nature of the education environment and its stakeholders, as well as the technical. However, reforms and initiatives such as this not only require effective leadership at government level but require and depend upon tailored Teacher Development programmes (TDP) being put in place to bring about and support enduring teacher-led change within schools. Furthermore, leadership is regarded as even more important when a new initiative that requires fundamental change

Kala. S. Retna, John Davies

Journal of Educational Leadership, Policy and Practice , 1–24


When the walls have fallen: Socially just leadership in post-traumatic times

Tim Goddard

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 106–118


Data- and research-informed improvement work in ECE

is based on the core idea that it takes a collective effort and widely distributed leadership to ensure the well-being and learning of all children. Additionally, the approach rests on the hypothesis that the use of evidence assists ECEC services to accomplish goals of high-quality learning environments, and  the improvement work can drive efforts to use knowledge from data and research. Consequently, in this approach, data- and research-based knowledge is used as an essential indicator of

Line Skov Hansen

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 70–81


E rua taha o te awa: There are two sides to the river… Navigating ‘social justice’ as an indigenous educator in non-indigenous tertiary education

, this article describes four of my inner tensions as associated with issues around the Treaty of Waitangi, the principle of cultural diversity, the moral purpose of New Zealand education, and the inherent cultural dilemmas within leadership as a Māori educator. A key outcome of this discussion is the perception of tokenism and resistance in the bicultural preparation of our future New Zealand primary school teachers. Hence, this article seeks to provide my Māori worldview perspective for achieving a

David McLeod

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 17–24


Ko tēnei te wā…. Te Tiriti o Waitangi education, teacher education, and early childhood care and education

does this have on adults and children?” (p. 56). This in turn required early childhood teacher education programmes to prepare future teachers to be able to deliver this “bicultural” and arguably Tiriti o Waitangi based curriculum. Acknowledging mentors It is likely that many personal leadership stories acknowledge those leaders who have previously served as mentors, sharing wisdom and providing inspiration. Whilst gaining a kindergarten teaching diploma and a social science degree at the

Jenny Ritchie

Journal of Educational Leadership, Policy and Practice , 1–12


Core professional values for school leaders and teachers: Piloting an online tool

Susan Lovett

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 72–89


Leadership in ECE: A conversation with Professor Margaret Car

Jeanette Clarkin-Phillips

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 82–85


Researching social justice for students with special educational needs

;special needs’ unproblematically, what is now considered to be special needs appears far more complicated. Research by Graham-Matheson (2012a), Richards (2012) and Hall (1997) shows that the term ‘special needs’ leads to preconceptions which often ignore contextual issues. This can exacerbate the learning difficulties of students with special educational needs because it tends to support inappropriate leadership practices, ineffective teaching techniques, and insufficient resourcing

Rose Symes

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

Book Review

Book Review: Educational leadership in Aotearoa New Zealand: Issues of context and social justice

Murray Fletcher

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 98–100


School principal perceptions of the school counsellor’s role: Traditional or transformed?

Olcay Yavuz, Carol Dahir, İlker Gümüşeli

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 81–97


Leading schools that make a difference to bullying behaviour

Sally Boyd, Elliot Lawes

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 90–103


Assessment within ILP: A journey of collaborative inquiry

Linda Harvie, Steve Harper-Travers, Amanda Jaeger

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 133–139


You have to start somewhere: Designing, tailoring and tinkering. A reflection on leading a change process

This story of leading change is written by the Principal and Deputy Principal of Thorrington School in Christchurch where the leadership focus has been to shift curriculum design and teaching practices to be more responsive to the needs of learners.  The article considers the shift in the practices of twenty teachers over a three-year time frame. The school does not have purpose built Modern Learning Spaces / Environments (referred to as flexible learning spaces in this article) so

Christine Harris, Chris Panter

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 125–132


Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers

Toni Torepe, Angus Hikairo Macfarlane, Sonja Macfarlane, Jo Fletcher, Richard Manning

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 48–59


The importance of safe space and student voice in schools that serve minoritized learners

Katherine Cumings Mansfield

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 25–38

Research Article

Meet, prey, like: A study of gifted girls’ interactions with social media

Gifted and talented girls today struggle with similar social and emotional challenges as those in the past, but their world looks different. With the changes in the media and communication ecology, they are navigating a highly digitised and mediated social landscape. This article explores gifted teenage girls’ lived experiences of Facebook, utilising phenomenological research on the experiences of five female students in high profile leadership roles in their secondary schools. The

Eunice Gaerlan-Price

Apex , ISSUE 1, 59–76


Purposeful collaboration: Enriching lives for people with Parkinson’s disease

the study institution and a second Parkinson’s CNC role being established in the region. Issues regarding provision of care for people with PD identified and addressed in this project highlighted the competencies required for the Parkinson’s CNC role (e.g. leadership, facilitation/education skills, person-centred care, collaboration, evidence-based practice and quality improvement). The literature suggests that nurses who display strong leadership and facilitation skills can lead practice change

Vincent Carroll, Kirsten Deutschmann, Jessica Andrews

Australasian Journal of Neuroscience , ISSUE 1, 32–43



The Ministry of Science and Higher Education has launched the Competency De-velopment Programme in the form of additional financial means for activities to equip students with unique, the so-called soft skills necessary in scientific careers and on the labour market. Courses developing skills such as team work ability, leadership, creativity, independent thinking and innovative approach to problem solving will be financed. For that purpose, a thorough analysis of needs is necessary. Existing

Marta Dziechciarz–Duda, Józef Dziechciarz

Statistics in Transition New Series , ISSUE 4, 723–736

Research Article

School autonomy: Necessary but not sufficient

autonomy on student achievement, but neither does the evidence reject the contribution of autonomy. Rather, the evidence points to autonomy as a key and necessary component of a mature and high-performing system, as it is in other areas of public administration. However, the wider institutional context matters, and parallel policies like accountability and leadership development need to be in place. Crucially, and counter to popular conception, more rather than less systemic support is needed for the

Dahle Suggett

Evidence Base , ISSUE 1, 1–26


Indigenous knowledge and early childhood care and education in Ethiopia

Hawani Negussie, Charles Slater

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 4–16



Jeanette Clarkin-Phillips, Morrison Michele

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



Rachel McNae, Michele Morrison, Christopher M. Branson

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 1–3


Tui tui tuituia - Weaving together: What can be generalized from these articles?

Christopher M. Branson, Michele Morrison, Rachel McNae

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 119–128


In the mi[d]st of policy enactment: Leading innovative learning environments (ILEs) in New Zealand schools

Michele Morrison, Jeremy Kedian

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 1–2


The “state of play” concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project

Chris Bradbeer, Marian Mahat, Terry Byers, Ben Cleveland, Thomas Kvan, Wesley Imms

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 22–38


In the mi[d]st of policy enactment: Leading innovative learning environments (ILEs) in New Zealand schools

Michele Morrison

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 1–2


Local logics versus centralisation: A possible dilemma for the boards of trustees of New Zealand’s small primary schools

Denis Slowley

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 69–80


Social justice and curriculum integration in a New Zealand primary school:  A foundation principal’s view

Barbara Fogarty-Perry

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 39–47


What do teachers and leaders have to say about co-teaching in flexible learning spaces?

Julie Mackey, Neil O'Reilly, Jo Fletcher, Chris Jansen

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 97–110


Collaborative teaching in flexible learning spaces: Capabilities of beginning teachers

Barbara Whyte

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 84–96


New spaces – new pedagogies: Implementing personalised learning in primary school innovative learning environments

Carol Cardno, Emma Tolmie, Jo Howse

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 111–124


Contemporary pressures on school-based research: A cautionary tale for school leaders

school / parent relationship and one of the main influencers of parental engagement. As critical influencers of the relationship between school and parents, my research participants included school leaders. There is more workload data on the principal and the senior leadership team, who are the focus of annual surveys conducted by the education union representing many primary school teachers and principals (NZEI) and Australian Catholic University (ACU). The 2017 survey showed in just one year school

Megan Smith, Martin Thrupp, Patrick Barrett

Journal of Educational Leadership, Policy and Practice , 45–64


“Lazarus” school rising: Finding renewed hope with a “little help from our friends”

Introduction You may be forgiven for not fully comprehending the professional uncertainty and emotional turmoil experienced by school leaders and teachers when situated on the precipice of school closure because of falling enrolments. You would have to experience it to truly know it. But imagine if you have been a member of that school’s leadership or teaching team for ten years or more where threat of closure has been a perpetually sobering occurrence. What would that feel like? How would that

Andrew Bills, Amy Hamilton, Ben Wadham

Journal of Educational Leadership, Policy and Practice , 66–87


School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model

rationale for the study was to examine the ways in which school counselor evaluation strategies and methods are designed, implemented, and assessed from perspectives of school leaders. Literature review School counselors’ roles and responsibilities While school principals or leaders handle the leadership and management of the school as a whole, school counselors often act in the complementary role of supporting and advocating on behalf of individual students within the school (Evans, Zambrano, Cook

Rachel Louise Geesa, Nicholas P. Elam, Renae D. Mayes, Kat R. McConnell, Kaylee M. McDonald

Journal of Educational Leadership, Policy and Practice , 25–43



Guest Editors: Special Issue Where to next? (Re)forms of Leadership in Aotearoa New Zealand Education over the last 30 years Leadership has increasingly become a major presence in Aotearoa New Zealand education practice, policy, and research. Similar shifts have occurred across the Educational Management Administration and Leadership (EMAL) field in other nations. Aotearoa New Zealand has gone much further in its policy settings than most, with its shift after the 1989 Tomorrow’s Schools reform

Howard Youngs, Cathy Wylie

Journal of Educational Leadership, Policy and Practice , –


Nurture the seed and it will blossom

As educators know only too well, change is ubiquitous, both planned and unplanned, initiated and imposed, short-lived and long-lasting. Further, building relationships and systems that stimulate, support and sustain innovation requires careful deliberation and a great deal of hard work. As the Journal of Educational Leadership Policy and Practice transitions from a print-based subscription mode to an open source digital platform, it is fitting that we pay tribute to the national executive of

Journal of Educational Leadership, Policy and Practice , –

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