Deputy principals

Has the new thing you’ve introduced to your school or classroom added value, or did you just throw out something good? This is a question posed by Dr Linda Bendikson from The University of Auckland in today’s video.

In this case study, educators at Queensland’s Bribie Island State School share details of a distributive leadership model that not only builds teacher leadership capacity but also increases community voice.

In the final instalment of our three-part series on curriculum implementation, Victorian educator Fiona Matthews reflects on the lessons learned throughout the process and offers advice.

In the second of a three-part series, Victorian educator Fiona Matthews shares her experiences in implementing the new Digital Technologies Curriculum in her school. In today’s article, she delves deeper into the implementation phase of the process.

In the first of a three-part series, Victorian educator Fiona Matthews shares her experiences in implementing the new Digital Technologies Curriculum, including how staff underwent the planning process and some of the initial challenges they identified.

Susan Lovett is an Associate Professor in Educational Leadership at the University of Canterbury, New Zealand. In this Q&A, Lovett joins Teacher to discuss what teacher leadership is, and why she believes it is a mistake to attribute school leadership activities only to those residing in formal roles.

Following her session at Research Conference 2017, Associate Professor Bev Flückiger joins Teacher to share more on her research into age-appropriate pedagogies. In this Q&A, she discusses the importance of play and recognising the agency of children.

Introducing evidence-based programs and interventions is one strategy that can be used by schools to target specific improvements in student outcomes. For this principal, having ongoing support mechanisms for staff is a crucial part of the implementation process.

In today’s leadership Q&A, Teacher talks to Distinguished Professor Viviane Robinson from New Zealand about the challenges and complexities of school leadership, good goal setting and principal professional development.

As a principal, do you roll up your sleeves and get involved alongside your teachers when implementing school improvement programs? Research shows a hands-on approach develops strong collaborative support.