Developing Teachers, Developing Leaders: Relationships Between Research-Engagement, Leadership Development, and School Evaluation

• In Event: Interrogating Educational Possibilities Through Teacher Education and Development

Abstract

This conceptual paper aims to investigate the intricate relationships between research-engaged practice, teacher and school leader development, and school evaluation within the framework of Irish educational policy. Employing a conceptual framework, the exploration delves into the convergence of these elements, emphasizing the evolving landscape where they purport to collectively contribute to the development of teachers and school leaders. The study draws on select previously published literature and analysis of the recently reformed national initial teacher education and school leadership policy contexts.
In alignment with a conceptual exploration, the paper seeks to unearth possibilities and tensions inherent in both policy and practice contexts that increasingly intertwines research-engaged practice (Murphy, 2020; Murphy and Brown, 2022), teacher and school leader development (Murphy, 2023), and school evaluation. The focus is on understanding the interconnectedness of these components within the (inter)national educational landscapes, and identifying potential productive - as well as destructive – connections between these now, somewhat dominantly interconnected discourses.
Building on previous work (Murphy, 2019), there is an explicit emphasis on the necessity for careful consideration of pre-service teachers' leadership development, particularly during school placement, however how and by whom this is to be achieved raises critical considerations about the capacity of a research-driven initial teacher education system, as well as school-based leaders’ (e.g. mentors and principals) research capacities. Additionally, the nationally adopted distributed leadership model emerges as a pivotal aspect of the school evaluation process underpinning school improvement (Murphy and Brennan, 2022). The model underscores the significance of cultivating leadership capacity within schools through evaluative inquiry, notwithstanding the challenges inherent in this pursuit, which will be outlined and considered during this presentation.
The scholarly significance of this study lies in its implications for the conception and practice of leadership preparation and development, both at the individual and collective levels, encompassing school and system tiers. It sheds light on the importance of research-informed practice in educational leadership, with a specific emphasis on the notion of distributed leadership and the development of leadership capacity. This nuanced examination contributes to the broader contemporary discourse on effective leadership in education, urging a thoughtful consideration of the increasing convergence of leadership and evaluation, pointing to the potential of research-informed approaches, leadership preparation and development, and impact as a potentially more generative avenue for exploration.
References
Murphy, G. (2019). Exploring Principals’ Understandings and Cultivation of Leadership at All Levels During Initial Teacher Preparation School Placement. International Studies in Educational Administration, 47(2), 88–106.
Murphy, G. (2021). Putting research evidence into practice. Policy directions and professional futures. Ireland’s Yearbook of Education 2020| 2021 | Education Matters. https://irelandseducationyearbook.ie/irelands-education-yearbook-2020/research/putting-research-evidence-into-practice/
Murphy, G. (2023). Leadership preparation, career pathways and the policy context: Irish novice principals’ perceptions of their experiences. Educational Management Administration & Leadership, 51(1), 30–51. https://doi.org/10.1177/1741143220968169
Murphy, G., & Brennan, T. (2022). Enacting distributed leadership in the Republic of Ireland: Assessing primary school principals’ developmental needs using constructive developmental theory. Educational Management Administration & Leadership, 17411432221086850. https://doi.org/10.1177/17411432221086850
Murphy, G., & Brown, M. (2022). Evidence-Informed Practice in the Context of the Republic of Ireland. In J. Malin & C. Brown (Eds.), The Handbook of Evidence-Informed Practice in Education: Learning from International Contexts. Emerald Publishing Limited.

Author

• Gavin Murphy, Trinity College Dublin