A collective act : leading a small school by Michelle Anderson, Michelle Davis, Peter Douglas, David

By Michelle Anderson, Michelle Davis, Peter Douglas, David Lloyd, Barrey Niven, Hilary Thiele

A Collective Act: best a small university explores the features of, the context for, and the demanding situations to winning management. It identifies what the study says approximately small college management after which tells 5 compelling tales of major in such settings, from throughout Australia. jointly, the learn and the instances current a powerful argument for larger realizing this particular context of leadership.

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1, pp. 40–43; Murdoch, D & Schiller, J 2002;Whittall, M 2002. 4 Challenges, tensions and possibilities Although the size of the schools featured in Part II and their local contexts and conditions present, at times, unique challenges for leading learning, they also offer possibilities to connect with others in innovative and creative ways. None of the principals in this book shy away from this challenge and opportunity. But as the previous chapters suggest, leading a small school is no straightforward matter.

6 Schools in 2008 with student enrolments of 101–200 Location Primary schools Gov. Cath. Secondary schools Combined schools (Primary & Secondary) Indep. Gov. Cath. Indep. Gov. Cath. Indep. TOTAL Gov. Cath. Indep. ). 11 See, for example, Ewington, J, Mulford, B, Kendall, D, Edmunds, B, Kendall, L & Silins, H 2008, ‘Successful school principalship in small schools’, Journal of Educational Administration, vol. 46, no. 5, pp. 545–61; Matthews, P, Moorman, H & Nusche, D 2007, ‘School leadership development strategies: Building leadership capacity in Victoria, Australia’, Case study report for the OECD Improving School Leadership Activity, Directorate for Education, OECD, Paris; Mulford, B 2008, The leadership challenge: Improving learning in schools, ACER Press, Camberwell, Victoria; Wildy, H & Clarke, S 2005, ‘Leading the small rural school: The case of the novice principal’, Leading & Managing, vol.

Even this summation, however, should be treated with some caution. Degrees of school autonomy vary between states and territories and sectors in Australia. Historically, school governance in Australia has been highly centralised. More recently, greater control over the day-to-day operations of the school and staff appointment decisions has shifted from state education departments to principals and elected school councils or representative boards. 5 Arguments against highly centralised governance rest on the premise that as a consequence of centralisation school leaders’ jobs narrow to an instrumental role of policy implementers for the nation or state.

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