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Tuesday, 17 November 2015

Effective leadership

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Effective Leadership (PDF, 1.1MB) 

Effective Leadership myPL course

This publication presents a snapshot of the current workforce profile of principals in NSW government schools. It also outlines the research evidence on what makes an effective principal and the best ways to identify, develop and support aspiring school principals.

Published in Research report

School Based Management Pilot Evaluation Final Rpt 2012

Evaluator company/business: Student Engagement and Program Evaluation Bureau (SEPEB), NSW Department of Education

Year: 2012

URL or PDF: Download the Evaluation of the school-based management pilot (PDF, 494kB)

Summary: This evaluation aimed to identify how the pilot schools used their increased authority and flexibility in recruitment, staffing and funding control to achieve improved student outcomes and school improvement. The methodology comprised interviews with 40 of the 47 pilot school principals and some school administrative staff, interviews with principals, school leaders, teachers, students and parents in 15 pilot schools and interviews with stakeholders document review. Overall, the responses reported a very positive picture of how the pilot was received in schools and which pilot functions were used to create flexibility and school improvement. While many principals said that the pilot contributed to this improvement directly, other principals indicated that it was not possible to unpack the effect of pilot initiatives from other initiatives in operation in the school. The evaluation found that the issue of the impact of pilot initiatives on student outcomes was difficult, if not impossible, to quantify in the short two-year timeframe since the commencement of the pilot. In a few cases, respondents indicated that improved student outcomes were very clear as a direct result of the pilot initiatives. In other schools, the pilot was used to improve the whole-school teaching and learning focus, and to support delivery of other programs such as the Smarter Schools National Partnerships.

 

Published in Evaluation repository

LowSES Staff Mngmnt Accnt ProgRpt4

Evaluator company/business: University of Melbourne

Year: 2013

URL or PDF: Download the Low socioeconomic status School Communities Smarter Schools National Partnerships - Evaluation of school staffing, management and accountability initiatives: Case studies, progress report 4 (PDF, 2.34MB)

Summary:  This report presents case studies of 12 schools that participated in the evaluation of the Staffing, Management and Accountability components of the Low Socio Economic Status School Communities National Partnership (Low SES NP). The schools were responsible for implementing a range of initiatives and the case studies are based primarily on interviews with school principals, members of the school executive, teachers and other key staff. All schools established new or modified leadership positions and provided professional learning opportunities for teachers. While schools were unable to rank initiatives in terms of impact, discussions with all case study schools suggested that some initiatives were particularly important: establishing leadership, strategic and specialist positions, provision of professional learning and development opportunities, employing paraprofessional and school support staff, implementing team-based approaches and provision of innovative opportunities for students to learn.

Published in Evaluation repository

LowSES Staff Mngmnt Accnt ProgRpt3 

Evaluator company/business: University of Melbourne

Year: 2013

URL or Pdf: Download the Low socioeconomic status school communities Smarter Schools National Partnership - Evaluation of staffing, management and accountability initiatives: Results from 2012 principal survey, progress report 3 (PDF, 973kB)

Summary:  The aim of this report was to identify the extent to which Staffing, Management and Accountability reforms had been implemented as part of the Low Socio-economic Status School Communities National Partnership and the perceived effectiveness of these reforms. The evaluators surveyed school principals from participating schools, with a response rate of 59 per cent across government and non-government schools. Most schools (97%) reported implementing at least one initiative from one of the five reform areas under investigation. A very high proportion of principals (97%) reported implementing reforms that provided innovative and tailored learning opportunities. While still high, principals were less likely to report implementing incentives to attract high performing teachers and principals (77%) and adopting best practice performance management and staffing arrangements (75%). Principals reported that the reforms were effective. The reforms that were less likely to be implemented were also viewed as the most effective initiatives to bring about school improvements.

Published in Evaluation repository

LowSES Staff Mngmnt Accnt ProgRpt2

Evaluator Company/Business: The University of Melbourne’s Centre for Research on Education Systems (CRES)

Year: 2012

URL or PDF: Download the Low socioeconomic status school communities Smarter Schools National Partnership - Evaluation of school staffing, management and accountability initiatives: Case studies, progress report 2 (PDF, 1.25MB)

Summary:  This is the second progress report on the Staffing, Management and Accountability components of the Low Socio-economic School Communities National Partnership (Low SES NP). The report presents seven case studies of schools that have implemented initiatives related to staffing, management and accountability. The case studies revealed that schools had focused on five key areas: investing in teacher quality, building leadership capacity, staffing flexibility and sustainability, implementing innovative teaching and learning approaches and building organisational capacity and a culture of accountability. 

Published in Evaluation repository

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