Kate Thornton

Mentors as educational leaders and change agents

Purpose – The purpose of this paper is to explore the educational leadership capacity of mentors working with new teachers and to identify factors that support and hinder the development of this leadership capacity. Design/methodology/approach – The author conducted a qualitative case study of mentors with connections to the New Teacher Center in California. Data were collected through an online survey of mentors, focus group interviews with mentors, and interviews with programme leaders. Findings – Mentors in the study view themselves as educational leaders and were able to identify enablers and barriers to the development of their leadership capacity. Enablers include: their selection and experience as mentors, mentor preparation and ongoing professional support, and the support and encouragement of skilled programme leaders and of some principals and districts. The main barrier to mentors having a positive impact is the culture of the schools and districts in which they work. Research limitations/impli...

The role of the blended action learning facilitator: an enabler of learning and a trusted inquisitor

This paper reports on a research study that involved the use of blended action learning to support leadership development within the New Zealand education sector. An important contributor to the success of this technology-enabled approach to professional learning was the role taken by the blended action learning facilitator. Two complementary aspects of this role were: enabling learning, the main focus of which was encouraging participation in online interactions; and acting as a trusted inquisitor, a process involving both supporting and challenging participants in their leadership learning. This study found that the balance between these two roles varied over the course of the blended action learning groups and this led to the identification of five distinct stages of blended action learning facilitation.

Continuing professional development in early childhood education in New Zealand

This article explores the influences on and nature of continuing professional development in the New Zealand early childhood education sector. In addition to discussing the nature of professional development and providing an explanation of the policy context that informs the delivery of professional development, the paper draws on evaluations of national programmes and research studies involving the authors that offer alternative approaches to professional learning. This discussion of literature, policy and research raises a number of implications for continuing professional development including: the need to balance individual reflection with collaborative learning and shared critical reflection; the possibilities for using technology to support professional learning; and the need for dissemination of research findings and debate to support teachers to choose effective approaches.

The Nature of Professional Learning Communities in New Zealand Early Childhood Education: An Exploratory Study.

Professional learning communities are receiving increasing attention within the schooling sector but empirical research into their development and use within early childhood education contexts is rare. This paper reports initial findings of an exploratory study into the development of professional learning communities in New Zealand’s early childhood sector. The study found that the characteristics of effective school-based professional learning communities are also applicable to early childhood settings, and that development of supportive structural and relational conditions is required if the promise of professional learning communities evident in the schooling sector is to be achieved in early childhood education.

Implications of a shadowing/mentoring programme for aspiring principals

Purpose – The purpose of this paper is to explore the impact of a shadowing/mentoring component of a post-graduate programme designed to prepare deputy and assistant principals for the principalship. Design/methodology/approach – The research design is a qualitative evaluation of the shadowing/mentoring component of a principal preparation programme. The experiences of 13 individual aspiring principals who had taken part in the programme were explored using semi-structured interviews. Findings – The shadowing/mentoring component of this programme allowed the aspiring principals to gain an understanding of the complexity of a principal’s role by shadowing and being mentored by experienced principals in a range of New Zealand schools. In addition to providing them with a network of effective principals, the experience led the aspiring principals to reflect on their leadership development. Research limitations/implications – The study drew on a small sample of 27 students enroled in the programme, 13 of whom...

Middle leadership roles in universities: Holy Grail or poisoned chalice

ABSTRACT Middle leadership roles in higher education have been identified as important for institutional effectiveness yet fraught with tensions, and those in middle leadership roles often feel unprepared and unsupported. This study of the responsibilities, skills and competencies, and support required for heads of school in a New Zealand university, drew on a survey and interviews with heads and focus groups or interviews with a range of stakeholders. The research found that while heads found satisfaction in their role, they also faced challenges associated with people management, workload and impact on their research careers. There was widespread agreement among stakeholders about the capabilities needed for the role and an awareness of the barriers to effectiveness. Suggestions for making the role more appealing include reducing workload, providing learning and development programs, clarifying the balance of professional and personal competencies required, and encouraging the distribution of leadership.

Benefits of a shadowing/mentoring intervention for New Zealand school principals

Abstract The importance of the principal’s role in improving student learning outcomes has been acknowledged, however, there is global concern about the availability of appropriate professional learning for principals. This article explores the impact on host principals of a shadowing and mentoring intervention designed to prepare New Zealand aspiring principals for secondary school principalship. It discusses the findings from the qualitative evaluative study that aligns with constructivist paradigm and suggest that the intervention was a vehicle for professional learning for the experienced principals who were shadowed and who mentored the aspiring principals. The nine host principals who were interviewed believed that the intervention was a reciprocal one that reduced their isolation; stimulated critical reflection on their leadership actions; encouraged them to view their school culture through a new lens and improved connectivity between schools. As such it provided access to highly relevant professional development in their own context through dialogue with a professional colleague. It is recommended that shadowing and mentoring be considered an effective approach to meet the needs of experienced principals.

Professional learning communities in early childhood education: a vehicle for professional growth

ABSTRACT Research on professional learning communities (PLCs) in early childhood education (ECE) contexts is still relatively rare and little is known about how such communities can be established and embedded. This article reports findings from research into the sustainability of professional learning communities in New Zealand’s early childhood sector and in particular, what factors affected sustainability and how changes in teacher practices were supported. The study found enablers to the establishment and sustenance of PLC in the ECE sector to be: clear membership and effective induction for new members; a shared focus, commitment and research orientation; clarity of roles including leadership roles; opportunities for dialogue and deprivatisation of practice and stimulus of new ideas.