Pathways of Educational Leadership: Monitoring and Developing Skill Levels Among Educational Leaders in Australia

• In Event: School Leadership in the Context of Standards-Based Reform: International Perspectives

Abstract

Objectives:
This presentation reports on the use of an educational leadership framework used for assessing existing and prospective educational leaders in the state government school system in Victoria, Australia. It examines the use of a standards based accountability framework and the challenges faced by school leaders in working within such a framework.

Perspectives:
The role of the school leader is emphasised in this study as one who provides technical, human and educational leadership as well as an emphasis on symbolic and cultural modelling. The premise of this study is that a government policy based around standards referenced accountability can lead to school improvement. The standards based accountability framework is based on an elaboration and operationalisation of the Sergiovanni domains of leadership.

Mode of inquiry:
A questionnaire was used to assess leaders within the framework tat combines the ideas of Glaser (1981), Rasch (1960) and Vygotsky (1978), as illustrated by Griffin (2010). The questionnaire was field tested with more than 1000 teachers.

Results:
The instruments used in the study showed evidence of high reliability and discriminating power based on leadership experience and training. It did not discriminate on the basis of gender, school size, school sector or location. The instrument is now used as the basis of a 360° survey tool which is used in Victoria by teachers and school leaders to identify strengths and areas for improvement in their leadership practice. It shows that the school leadership group can be monitored and assisted to overcome issues that inhibit successful school reform. The accountability system is linked to a series of professional development programs aimed specifically at improving leadership performance in each of the Sergiovanni domains. It has become a central thrust in a school improvement policy.

Scholarly significance:
The framework is discussed in the context of the Victorian education and accountability system and its consequences for leadership development. The work is generalisable beyond the state department of education and can be used to identify professional development needs of leaders and those aspiring to be leaders in the school system. Along with other papers in the symposium the presentation will add to the overall perspective of leadership development and ways of monitoring and enhancing leadership.

Authors

• Patrick E. Griffin, University of Melbourne

• Esther Care, University of Melbourne