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Avoiding aggravation : Middle school innovations and their impact on a school's leadership structure

Keamy, Kim (2009) Avoiding aggravation : Middle school innovations and their impact on a school's leadership structure. Australian Journal of Middle Schooling, 9 (1). pp. 4-9. ISSN 1445-2928

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Abstract

Early in 2008, the leadership structure at a college ('Boulder College') in regional Victoria was evaluated to guide decision-making about its future leadership structure. In a relatively short timeframe, data were gathered using a combination of focus group discussions with staff members: a web-based survey which included salient comments from these discussions and a drop-box and email contact for additional suggestions from staff members. This paper explores the implications for the school's leadership structure of introducing innovative approaches into the middle years of schooling at the college. A major tension highlighted in the evaluation was how specific curriculum domains might survive alongside the move towards integrated approaches in Years 7 and 8. One of the recommendations made was that the existence and functioning of domains (and the related areas of domain- specific knowledge and leadership) in the current educational environment be resolved and their leadership considered before composing any other teams.

Item Type: Article
Uncontrolled Keywords: ResPubID24536, regional schools, Catholic schools, secondary schools, educational leadership, school restructuring, school evaluation, Middle years, Lower secondary years, decision making, curriculum development, whole school approach, adolescents, teacher attitudes, principals, Subject coordinators, integrated curriculum
Subjects: Faculty/School/Research Centre/Department > School of Education
FOR Classification > 1302 Curriculum and Pedagogy
Depositing User: VUIR
Date Deposited: 02 Oct 2012 04:21
Last Modified: 02 Oct 2012 04:21
URI: http://vuir.vu.edu.au/id/eprint/10308
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