Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Educational planning (1)
- Empowering teachers-as-evaluators (1)
- Institutional autonomy (1)
- International comparisons (1)
- Leadership qualities (1)
-
- National surveys (1)
- Primary schools (1)
- School based management (1)
- School evaluation (1)
- School leaders (1)
- School systems (1)
- Strategic planning (1)
- Teacher empowerment (1)
- Teacher role (1)
- The autonomy premium (2016) (1)
- Top performing countries (1)
- Trust (Psychology) (1)
- Values clarification (1)
- Whole school approach (1)
- Whole-of-school evaluators (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
Leadership That Transforms Schools And School Systems, Brian Caldwell
Leadership That Transforms Schools And School Systems, Brian Caldwell
2009 - 2019 ACER Research Conferences
This paper will report on the findings of four international research projects on leadership in high-performing school systems around the world. The paper will focus on building the capacity of school leaders to exercise professional autonomy and how different levels of government achieve strategic alignment among policies in their efforts to lift performance. The paper will summarise findings reported in The Autonomy Premium published in 2016 by ACER Press, along with the findings of a national survey of principals in Australia. The major part of this presentation is devoted to comparing Australia on 15 benchmarks derived from international studies in …
Leading Empowered Evaluations To Develop Trust And Improve Learning: Insights From Qualitative Research, Peter Mcclenaghan, Kerrie Ikin
Leading Empowered Evaluations To Develop Trust And Improve Learning: Insights From Qualitative Research, Peter Mcclenaghan, Kerrie Ikin
2009 - 2019 ACER Research Conferences
What does ‘empowering teachers-as-evaluators’ mean in whole-school strategic planning and evaluation? Our work seeks to develop and empower teachers as whole-of-school evaluators to embrace ownership of the school’s plan and directions, build communities of practice, create transparency, openness and trust, and ultimately improve student learning outcomes. Our previous research in whole-school qualitative empowerment evaluation showed that principals who were fully engaged in their schools’ evaluations were more likely to be influenced by the evaluation process, use the evaluation results and build evaluation capacity than those who merely participated as a guest. They engaged in double-loop learning. We further found that …