Distributed leadership as a factor in and outcome of teacher action learning

Publication Type:
Journal Article
Citation:
International Electronic Journal for Leadership in Learning, 2008, 12
Issue Date:
2008-02-29
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This paper reports an evaluation of Quality Teaching Action Learning (QTAL) projects conducted at New South Wales (NSW), Australia public (state) primary and secondary schools and explores how distributed leadership facilitated and was an outcome of the QTAL projects.The evaluation encompassed all 50 projects at 82 NSW public schools, and nine of these schools were selected and visited for case study by members of the evaluation team. Data were provided through individual project progress reports, journals, interviews and case studies. Schools used funding provided under the Australian Government Quality Teaching Program to release teams of teachers to undertake approved Quality Teaching Action Learning Projects using the NSW model of pedagogy as a framework. Projects were broadly successful in achieving their aims and distributed leadership and teacher learning were important factors in project planning, implementation, and success. Projects resulted in enhanced distributed leadership and leadership capacity in the schools and provided a foundation for further professional learning and change. Conditions facilitating and hindering action learning, distributed leadership, and educational change are highlighted. Copyright 2008 by the INTERNATIONAL ELECTRONIC JOURNAL FOR LEADERSHIP IN LEARNING.
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