Lawrie Drysdale

Models of Successful Principal Leadership.

This article provides an Australian perspective on successful school leadership that focuses on case studies in two states (Tasmania and Victoria). Case studies for each state were developed independently and are reported separately. Two models of successful school leadership are outlined and compared, with the models, showing a remarkable degree of commonality demonstrating that the core aspects of successful school leadership can be identified in ways that can help explain the complexity of principal leadership that leads to improved student outcomes. Both studies showed the significant contributions principals made to schools, particularly in the areas of capacity building and teaching and learning. Characteristics and qualities of the principals identified showed a common and consistent set of personal traits, behaviours, values and beliefs, such as honesty and openness, highly developed communication skills, flexibility, commitment, passion, empathy with others, a sense of ‘innate goodness’, support of equity and social justice, a belief that all children are important and can succeed, being other-centred, high expectations and a belief that schools can make a difference.

Successful Principal Leadership: Australian Case Studies.

Purpose – This paper aims to provide an Australian perspective on successful school leadership.Design/methodology/approach – The paper focuses on case studies in two Australian states (Tasmania and Victoria). Case studies for each state were developed independently and are reported separately.Findings – The findings show a remarkable degree of commonality demonstrating that the core aspects of successful school leadership can be identified in ways that can help explain the complexity of principal leadership that leads to improved student outcomes.Originality/value – Highlights the importance and contribution of the principal to the quality of education.

An Australian Model of Successful School Leadership: Moving from Success to Sustainability.

Purpose – This paper seeks to demonstrate how the principal was instrumental in turning around an underperforming school by using a leadership style that modelled appropriate behaviour, and which was consultative, conciliatory, inspirational and empathetic, through having a clearly articulated whole‐child‐focused educational philosophy, by building relationships and developing staff, and through displaying a range of appropriate personal qualities such as integrity, high energy, sensitivity, enthusiasm, and persistence.Design/methodology/approach – This was a multiple‐perspective, observational case study that included individual and group interviews with the principal, staff, parents and students, and involved shadowing the principal for a total of three days.Findings – The four themes found in the original study remained important. In addition, the leadership of the assistant principal, and increasingly that of teachers working in teams, were important for success. During the study it became obvious tha...

Making a Difference in Challenging, High-Poverty Schools: Successful Principals in the USA, England, and Australia.

This article draws on findings from a larger international study and the literature to examine successful principals of challenging high-poverty schools in the USA, England, and Australia. Specifically, this article reports case-study findings for 13 challenging schools, 4 each in the USA and Australia and 5 in England. Findings from this study indicate that successful principals used similar leadership practices and traits to make a difference and improve student performance in very challenging schools. These findings extend previous research conducted in single-nation contexts. The presentation of findings also considers differences in the role of the principal, the school context, and larger national policies. The article concludes with implications for leadership training and future research.

Theory and practice of successful school leadership in Australia

As part of the International Successful School Leadership Project, an updated model of successful school leadership based on Australian case studies is described. This model attempts to capture the relationship between the characteristics of the school leader (who they are), the interventions they initiate (what they do), and the way they respond to the context in which they operate. The model is interrogated by exploring three areas of our continuing research: the role of instructional leadership, sustainability of success, and the preparation of future school leaders.

Middle-Level Secondary School Leaders: Potential, Constraints and Implications for Leadership Preparation and Development.

Purpose – The aim of this paper is to bring together for the first time three studies of middle‐level leaders in secondary schools in Victoria, Australia. The studies span more than a decade and allow consideration of the progress in developing middle‐level leadership roles.Design/methodology/approach – All studies followed a consistent approach using multiple perspective interviews of middle‐level curriculum and subject leadership in government and Catholic secondary schools in Melbourne, Victoria, Australia. Principals, senior leaders, middle‐level leaders and teachers were interviewed to gain their perceptions on middle‐level leadership. Interviews were supplemented with school document analysis.Findings – The work of middle‐level leaders is heavily dependent on how their roles are constructed and the capacities, abilities and attitudes of the leaders. Some are expected to be leaders that influence teaching and learning, and they may be developed and supported to do so. Too often, however, teachers in ...

MODELS OF SUCCESSFUL PRINCIPAL LEADERSHIP: VICTORIAN CASE STUDIES

This article provides an Australian perspective on successful school leadership that focuses on nine case studies from the state of Victoria. The study shows the significant contri- butions principals make to schools, particularly in the areas of capacity building, and teaching and learning. Characteristics and qualities of the principals identified showed a common and consistent set of personal traits, behaviours, values and beliefs such as honesty, openness, flexibility, commitment, passion, empathy with others, belief that all children are important and can succeed, belief that schools can make a difference, high expectations of all, and highly developed communication skills. An intervention based model of successful school leadership is outlined that describes interventions that can impact upon student outcomes in the areas of teaching and learning, school capacity building and other influences

Leadership for school success: lessons from effective principals

Purpose – The purpose of this paper is to examine four case studies from the International Successful School Principalship Project to explore and highlight how the role of the principal is critically important to sustaining school success. Implications for improving the preparation of aspiring and practicing school leaders are discussed. Design/methodology/approach – Data were collected using multiple sources, including documents and interviews with a variety of people including the principal, other school leaders, teachers, school council/board members, parents and students. Each case study was analyzed to understand how the principal and other leadership contributed to school success. Findings – There were several core dimensions of the principals’ leadership that led to sustained school success. Principals clearly articulated views on education and helped their schools set appropriate directions. They were all concerned with the professional development of teachers to build capacity and teacher leaders...

Heroic leadership in Australia, Sweden, and the united states

Purpose: The purpose of this paper is to draw from data collected as part of the International Successful School Principalship Project (ISSPP) and present cases of democratic and heroic leadership ...

Tensions and dilemmas in leading Australia's schools

In this article we address several tensions and dilemmas that are impacting on Australian principals and other school leaders. The first section explores areas associated with improving teaching and learning and includes discussion of education trends, the construction of new learning environments and the implication of these for more collaborative teaching, and the type of leadership needed for contemporary schools. The second section explores developing people with a particular focus on issues associated with ensuring teacher quality, rewarding teachers and leadership preparation. The third and final section explores two major external pressures: the introduction of a national curriculum, and increasing accountability through initiatives such as the public reporting of school performance data. Successful leadership is contextually sensitive, and successful leaders are able to cope with multiple tensions and dilemmas. Navigating the complex and demanding contemporary educational environment calls for successful school leadership on a scale not seen before, which has implications for how Australian school leaders are prepared and developed.