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    Features of effective leadership development provision for experienced New Zealand principals

    Youngs, Howard; Cardno, Carol

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    Youngs & Cardno ISEA 2016.pdf (816.0Kb)
    Date
    2016
    Citation:
    Youngs, H., & Cardno, C. (2016). Features of effective leadership development provision for experienced New Zealand principals. International Studies in Educational Administration, 43(1), pp.53-67.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/3593
    Abstract
    This article reports knowledge gained from an evaluation of a nationwide leadership development initiative for experienced principals in New Zealand. The Experienced Principals Development Programme (EPDP) was piloted with 300 primary and secondary principals as part of the New Zealand government's strategy to refresh and retain experienced school leaders. In spite of a highly positive reception by participants, the initiative was discontinued. However, the formal evaluation of the programme has contributed to the knowledge base on effective school leadership development. The article captures the perspectives of the providers of the programme, who pinpointed particular successful and challenging features. Overall, the findings point to the success of delivery modes with small cohorts that include clarity of expectations, timely initiation, the inclusion of internal and external coaching/mentoring partnerships, and context-related activity around school improvement. The learning from this study could inform the shape and delivery of similar programmes for experienced principals in other nations so that sufficient experience is maintained across the principalship.
    Keywords:
    experienced principals, principals, leadership, development, New Zealand, Experienced Principals Development Programme (EPDP)
    ANZSRC Field of Research:
    130304 Educational Administration, Management and Leadership
    Copyright Holder:
    Commonwealth Council for Educational Administration and Management (CCEAM)

    Copyright Notice:
    Papers (including abstracts) accepted and published become the copyright of the Commonwealth Council for Educational Administration and Management (CCEAM). This enables the CCEAM and its publisher to ensure full copyright protection and to disseminate the article, and the journal, to the widest possible audience through print and electronic formats. Once articles have been published in International Studies in Educational Administration (ISEA) authors are free to use them elsewhere without permission from CCEAM or the publisher, provided that acknowledgement is given to ISEA as the journal of original source of publication.
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    • Education Journal Articles [247]

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