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  • Journal Of Educational Leadership Policy And Pract



Effective leadership practices leading to distributed leadership

Leadership within the early childhood education (ECE) sector in New Zealand is both positionally assigned and a required practice of all teachers. Within this context, distributed leadership – where all team members have the opportunity to lead – is increasingly seen as an effective leadership model. This article reports on a study whose aim was to discover practices of effective positional leaders in facilitating distributed leadership. A nationwide survey was carried out in

Rachel Denee, Kate Thornton

Journal of Educational Leadership, Policy and Practice, Volume 32 , ISSUE 2, 33–45

Article | 30-November-2019

An evolution in distributed educational leadership: From sole leader to co-principalship

person responsibility to a concept of distributed leadership. This concept is thoughtfully summarised by Harris (2005) as a process by which “a larger number of people are involved in the work of others, are trusted with information, are involved in decision making, are exposed to new ideas and are participating in knowledge creation and transfer” (p. 165). More broadly, there has been ample conceptual thinking and research applied world-wide to the topic of distributed leadership responsibilities in

Ross Notman

Journal of Educational Leadership, Policy and Practice, Volume 35 , 26–40

Article | 02-April-2019

Learning in nature: Leadership opportunities in an Education Outside the Classroom programme in a New Zealand early childhood centre

provided for teachers and children. This article highlights the powerful influence of the EOTC programme in the development of teachers’ leadership. It describes how leadership is a contextual phenomenon and explains how a formal EOTC programme in an early childhood centre provided increased opportunities for teacher leadership regardless of formal leadership position. Distributed leadership and relational leadership were identified as key components of the programme. The article also explores

Vicky Hill

Journal of Educational Leadership, Policy and Practice, Volume 33 , ISSUE 1, 32–45

Article | 23-April-2021

Principal leadership practices during the COVID-19 lockdown

how much work staff, particularly those with dependents, could manage during lockdown. Distributing leadership The majority of principals were able to articulate how senior leadership team members and other staff had demonstrated leadership over lockdown. For some this was a continuation of long standing approach to distributing leadership: I’ve tried to be very, very sort of focused on a distributed leadership model. I’ve understood for a long time, I don’t have all the answers. I understand

Kate Thornton

Journal of Educational Leadership, Policy and Practice, Volume 36 , 22–39

Article | 02-April-2019

Data- and research-informed improvement work in ECE

is based on the core idea that it takes a collective effort and widely distributed leadership to ensure the well-being and learning of all children. Additionally, the approach rests on the hypothesis that the use of evidence assists ECEC services to accomplish goals of high-quality learning environments, and  the improvement work can drive efforts to use knowledge from data and research. Consequently, in this approach, data- and research-based knowledge is used as an essential indicator of

Line Skov Hansen

Journal of Educational Leadership, Policy and Practice, Volume 33 , ISSUE 1, 70–81

Article | 02-April-2019

Widening the leadership story – moving beyond the individual

Distributed leadership that includes democratic practices can open spaces for children and their families to share their knowledge and skills and participate in everyday early childhood leadership activity. Drawing on the findings of a Masters thesis this article discusses how one kindergarten’s exploration of the local community has afforded insights into reframing leadership as an emerging social process whereby teachers, children and families are participants in an approach to

Linda Baxendine

Journal of Educational Leadership, Policy and Practice, Volume 33 , ISSUE 1, 46–56

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