Frank Crowther

Teachers as leaders ‐ an exploratory framework

Based on a study of the leadership approaches of highly successful teachers and paraprofessionals who work in socioeconomically disadvantaged school communities, presents a preliminary framework for teacher leadership in which aspects of transformational and educative approaches to leadership are evident, with strategic approaches less so. Concludes that the work of highly successful teachers is not sufficiently recognized in the development of most theories of educational leadership. This may be particularly the case with theories that originate in corporate and managerial systems, raising serious doubts about the potential of much existing theory to meet the needs of the education profession in emerging educational contexts.

Parallel leadership: a clue to the contents of the “black box” of school reform

The concept of parallel leadership that is introduced in this article derives from a five‐year research project that was first reported in IJEM in 1997. Parallel leadership represents a relationship between teacher leaders and principals that is grounded in the values of mutual trust, shared directionality and allowance for individual expression. It appears to provide a leadership foundation upon which successful school reform can be built. Thus, the lid of what Hallinger and Heck have called the “black box” of school reform may have been prised open.

Sustainable school capacity building – one step back, two steps forward?

Purpose – This paper aims to serve as an introduction to and overview of this special issue of the Journal of Educational Administration entitled “Building organisational capacity in school education”. The co‐editors have solicited contributions from authors in Wales, Australia, Canada, the USA, England, Hong Kong and New Zealand.Design/methodology/approach – The paper reviews past and contemporary approaches to the issue of capacity building in education and in particular, sustainable capacity building. As well as reviewing key researchers and writers in this field, including their own work, the authors foreshadow and synthesise the other seven papers that make up this special issue.Findings – The paper contends that building capacity in schools and schooling, while no means easy, can be both understood and accomplished. However, caution needs to be exercised because hard‐fought gains in capacity building and sustainability can be quickly eroded under the influence of poor leadership or extraneous change...

The William Walker Oration, 1996. Unsung heroes: the leaders in our classrooms

Uses the outcomes of case study research in socio‐economically disadvantaged education contexts to examine the work of educators who have had a noticeable effect on the quality of life in their communities. Concludes that the work of highly successful classroom practitioners can in part be understood through reference to prominent theories of educational leadership. Questions historical and current approaches to educational administration which associate leadership with positional authority. Proposes an alternative definition of “teacher leadership”.

Implementing Change-Oriented Pedagogy in Higher Education: An Exploration of Instructors' Experiences and Perceptions

Abstract This inquiry provided university educators with an opportunity to experience a conceptual pedagogical change model (the Change Infusion Model). The model encouraged framing teaching and learning activities with characteristics of theories of change to encourage learning for change. This inquiry developed understandings of educators’ realities of pedagogical change. Data collection procedures were framed with LaBoskey’s Dimensions of Reflection (1993) and involved a written and collaborative discourse method. Analysis involved ‘sensitizing concepts’ (Patton, 2002) to guide the generation of meaning of the experiences of change. The findings revealed 4 paradoxes that have significant meaning in the professional lives of educators. The significance of this inquiry is its contribution to understandings of the challenge of approaching pedagogical change from practitioners’ perspectives.

National Educational Priorities

Describes Australian teachers′ perceptions of their professional development needs if they are to be successful in implementing emerging national priorities. Also describes some of the outcomes of a nationwide research project that was conducted with representatives of professional teacher associations in May 1993. Discusses key questions such as: what are Australian teachers′ immediate needs in relation to effective implementation of emerging national priorities in school education? What are teachers′ perceptions of “best practices” in professional development? Concludes that Australia′s teachers will support the further development and implementation of national priorities provided that a range of professional needs can be met. Announcement of the

Big Change Question: Is the role of the principal in creating school improvement over-rated?

60 million National Professional Development Program (NPDP) suggests cause for optimism in this respect.