Core professional values for school leaders and teachers: Piloting an online tool
By:
References
- Anthony, G., Hunter, J., & Hunter, R. (2015). Prospective teachers’ development of adaptive expertise. Teaching and Teacher Education, 49(7), 108–117.10.1016/j.tate.2015.03.010
- Clarke, S., & O’Donoghue, T. (2017). Educational leadership and context. Rendering of an inseparable relationship. British Journal of Educational Studies, 65(2), 167–182.
- Coleman, A. (2011). Towards a blended model for school-based collaborations. Educational Management Administration & Leadership, 39(3), 296–316.10.1177/1741143210393999
- Collinson, D., & Collinson, M. (2006). ‘Blended leadership’: Employee perspectives on effective leadership in the UK FE sector. The nature of leadership. Lancaster: Centre for Excellence in Leadership.
- Curry, K.A., Mwavita, M., Holter, A., & Harris, E. (2016). Getting assessment right at the classroom level: Using formative assessment for decision making. Educational Assessment Evaluation & Accountability, 28(1), 89–104.10.1007/s11092-015-9226-5
- Cutajar, M., & Bezzina, C. (2013). Collaboration: Joint working by individual state-maintained schools in a new statutory system in the Maltese islands. Management in Education, 27(1), 19–24.10.1177/0892020612458946
- Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., & Brown, E. (2010). 10 strong claims about successful leadership. Nottingham: National College of Leadership of Schools and Children’s Services.
- Dempster, N., Townsend, T., Johnson, G., Bayetto, A., Lovett, S., & Stevens, E. (2017). Leadership and literacy. Principals, partnerships and pathways to improvement. Cham: Springer.10.1007/978-3-319-54298-0
- Eraut, M. (1994). Developing professional knowledge and competence. London: Falmer.
- Evans, L. (2008). Professionalism, professionality and the development of educational professionals. British Journal of Educational Studies, 56(1), 20–38.10.1111/j.1467-8527.2007.00392.x
- Ghamrawi, N. (2011). Trust me: Your school can be better – A message from teachers to principals. Educational Management, Administration & Leadership, 39(3), 333–348.10.1177/1741143210393997
- Gurr, D. (2014). Successful school leadership across contexts and cultures. Leading & Managing, 20(2), 75–88.
- Hallam, P.R., Smith, H.R., Hite, J.M., Hite, S.J., & Wilcox, B.R. (2015). Trust and collaboration in PLC teams: Teacher relationships, principal support, and collaborative benefits. NASSP Bulletin, 99(3), 193–216.10.1177/0192636515602330
- Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142.10.1108/09578231111116699
- Hargreaves, A., & O’Connor, M.T. (2018). Collaborative professionalism when teaching together means learning for all. Thousand Oaks, CA: Corwin.
- Hargreaves, D. H. (2011). System redesign for system capacity building. Journal of Educational Administration, 49(6), 685–700.10.1108/09578231111174820
- Harris, A., Jones, M., & Huffman, J.B. (Eds.) (2017). Teachers leading educational reform: The power of professional learning communities. Abingdon, Oxon: Routledge. https://www-taylorfrancis-com.ezproxy.canterbury.ac.nz/books/978131724789010.4324/9781315630724
- Hoyle, E. (2008). Changing conceptions of teaching as a profession: Personal reflections. In D. Johnson & R. Maclean (Eds.), Teaching: Professionalization, development and leadership (pp.285–305). Dordrecht: Springer.
- Kaser, L., & Halbert, J. (2014). Creating and sustaining inquiry spaces for teacher learning and system transformation. European Journal of Education, 49(2), 206–217.10.1111/ejed.12079
- Lin, H., Hong, Z., Yang, K., & Lee, S. (2013). The impact of collaborative reflections on teachers’ inquiry teaching. International Journal of Science Education, 35(18), 3095-3116. doi:10.1080/0950069 3.2012.689023
- Lovett, S. (2002). Teachers’ talk helps learning: The quality learning circle approach. SET, 1, 25–27.10.18296/set.0728
- Lovett S. (2016). Values for New Zealand school leadership: Literature review for the Te Ariki Trust. Christchurch: University of Canterbury. Commissioned by Te Ariki Trust. http://hdl.handle. net/10092/14982
- Marsh, J.A., & Farrell, C.C. (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity building. Educational Management, Administration & Leadership, 43(2), 269–289. doi: 10.1177/1741143214537229.10.1177/1741143214537229
- McLaughlin, M. (1998). Listening and learning from the field: Tales of policy implementation and situated practice. In A. Lieberman (Ed.). The roots of educational change (pp. 58–72). Dordrecht: Springer.
- Ministry of Education. (2018). Investing in Educational Success Policy. https://www.education.govt.nz/ministry-of-education/specific-initiatives/investing-in-educational-success/. Accessed 21 September 2018.
- NcNiff, J. (2002). Action research. Principles and practice. London: Routledge Falmer.
- Mertler, C.A. (2006). Action research. Teachers as researchers in the classroom. Thousand Oaks, CA: Sage.
- Moore, T. A., & Rutherford, D. (2012). Primary strategy learning networks: A local study of a national initiative. Educational Management Administration & Leadership, 40(1), 69–83.10.1177/1741143211420612
- Parr, J.M., & Timperley, H.S. (2015). Exemplifying a continuum of collaborative engagement: Raising literacy achievement of at-risk students in New Zealand. Journal of Education for Students Placed at Risk (JESPAR), 20(1), 29–41.10.1080/10824669.2014.983512
- Peus, C., Braun, S., & Schyns, B. (Eds.) (2016). Leadership lessons from compelling contexts. Bingley: Emerald.10.1108/S1479-357120168
- Robertson, J. (2016). Coaching leadership. Building educational leadership capacity through coaching partnership. Wellington: NZCER.
- Rusche, N., & Jason, K. (2011). “You have to absorb yourself in it”: Using inquiry and reflection to promote student learning and self-knowledge. Teaching Sociology, 39(4), 338–353.10.1177/0092055X11418685
- Schmuck, R.A. (2006). Practical action research for change. Thousand Oaks, CA: Corwin Press.
- Smith, R., & Starmer, L. (2017). Building adaptive expertise: Professional learning that works with teachers, not on them. Australian Educational Leader, 39(4), 22–25.
- Stewart, D., & Prebble. T. (1993). The reflective principal. School development within a learning community. Palmerston North: ERDC Press.
- Swaffield, S., & Dempster, N. (2009). A learning dialogue (principle 3). In J. MacBeath & N. Dempster (Eds.) Connecting leadership and learning (pp. 106–120). Abingdon: Routledge.
- Te Ariki Trust. (2018). www.arikiproject.ac.nz/about/. Accessed 21 September 2018.
- Timperley, H. (2015). Professional conversations & improvement focused feedback. A review of the research literature on practice & student outcomes. Retrieved from aitsl.edu.au/professional-growth/research/professional-converations-literature-review-oct-2015.pdf
- Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39(4), 308–331.10.1108/EUM0000000005493
Language: English
Page range: 72 - 89
Published on: Apr 2, 2019
Published by: New Zealand Educational Administration and Leadership Society
In partnership with: Paradigm Publishing Services
Publication frequency: 1 times per year
Keywords:
Related subjects:
© 2019 Susan Lovett, published by New Zealand Educational Administration and Leadership Society
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.