Leading Educational Redesign

By Judy Peters and Rosie Le Cornu.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This research investigated the question: ‘What are the characteristics and conditions needed for effective leadership of educational redesign?’ The focus on the importance of educational leaders who see continual improvement as a key part of their brief has been evident in the recent spate of literature about ‘transformational leadership’ (Hallinger, 2003), ‘invitational leadership’ (Novak, 2005) and ‘constructivist leadership’ (Lambert, 2002). In the main this literature has focused on school leaders and redesign at the local level. Little has been written about the role of project leaders in educational redesign initiatives even though the impetus for redesign often comes from schools’ participation in funded projects. This paper explores the roles of both the Project Manager and a number of school leaders in the South Australian educational redesign project Learning to Learn. The research aimed to illuminate the characteristics of leaders of educational redesign and the conditions which sustained them. A qualitative research design was used with data collected through interview, written survey, document analysis and field notes. The findings revealed eight characteristics of participants’ leadership and related conditions that will be presented in this paper.

Keywords: Educational Leadership, Educational Reform

The International Journal of Learning, Volume 15, Issue 4, pp.99-110. Article: Print (Spiral Bound). Article: Electronic (PDF File; 614.759KB).

Dr. Judy Peters

Lecturer in Education, School of Education, Division of Education, Arts and Social Sciences, University of South Australia, Magill, South Australia, Australia

Dr. Judy Peters is a lecturer in Education at the University of South Australia. She works clsoely with student teachers undertaking practicum experiences. She has worked as a university colleague in a number of state and federal school reform projects. She has been a consultant to the Learning to Learn Initiative since 1999. Her research interests include school leadership and reform, and teaching and learning in schools and Higher Education.

Dr. Rosie Le Cornu

Senior Lecturer, School of Education, Division of Education, Arts and Social Sciences, University of South Australia, Adelaide, South Australia, Australia

Dr. Rosie Le Cornu is a Senior Lecturer in Education and Coordinator of the School of Education Practicum Scholarship Group at the University of South Australia. She has worked as a university colleague in a number of state and federal school reform projects. She has been a consultant to the Learning to Learn Project since 1999. Her research interests include the practicum, pedagogy, teacher development, educational leadership and school reform.

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