Features of effective leadership development provision for experienced New Zealand principals
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Other Title
Authors
Youngs, Howard
Cardno, Carol
Cardno, Carol
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2016
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
experienced principals
principals
leadership
development
New Zealand
Experienced Principals Development Programme (EPDP)
principals
leadership
development
New Zealand
Experienced Principals Development Programme (EPDP)
ANZSRC Field of Research Code (2020)
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.
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.
Publisher
Commonwealth Council for Educational Administration and Management (CCEAM)
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DOI
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.