1 / 16

I’d rather drive a different bus

I’d rather drive a different bus. AIS NSW 14 May 2007. Research history. Masters of Education PhD Monash research with Professor Gronn Eleanor Davis APPA. Current projects. Teaching Australia University of Melbourne APAPDC Eleanor Davis. Key definitions. Aspirations

ethan-beard
Télécharger la présentation

I’d rather drive a different bus

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. I’d rather drive a different bus AIS NSW 14 May 2007

  2. Research history • Masters of Education • PhD • Monash research with Professor Gronn • Eleanor Davis • APPA

  3. Current projects • Teaching Australia • University of Melbourne • APAPDC • Eleanor Davis

  4. Key definitions • Aspirations • The level and type of position which teachers ultimately hope to attain • Succession planning • A deliberate and systematic effort made by an organisation to recruit (attract and select), develop and retain individuals capable of implementing current and future organisational goals.

  5. Current leadership aspirations • Be a classroom teacher 53% (51%) • Be an assistant principal 12% (5%) • Be a principal 12% (12%)

  6. Factors that impact on leadership aspirations • Job satisfaction • Challenge as a motivator • Perception of job satisfaction • Impact on personal life • Career planning

  7. Incentives • Opportunity to motivate others • Opportunity to impact on the learning environment • Opportunity to shape an educational vision • Meaningful, interesting, challenging work • Gaining new skills

  8. Disincentives • Stress level of the job • Time required by the job • Effect on family • Impact of societal problems on the role • Adequacy of school budget

  9. Strong disincentives for females • Effect on family • Offer of increasing responsibilities • No/less direct teaching • Stress level of the job • Accountability requirements • Demands of parents and/or the community • Community attitudes towards principals

  10. Blockers to aspirants • Location of the position • Selection processes • Time required by the role • Age/gender of the participant • Community perceptions of what a leader looks like

  11. Strategies • Attraction • Selection • Development • Retention

  12. Attraction - the bait • Perception of the role v reality • Reality • Workload • Conditions • Fast track for career changers • Flexible work options • Networks • Professional supporters

  13. Selection - the hook • Merit and equity • Resilience • Preconceived ideas of what a leader looks, smells, sounds like

  14. Development - the line • Aspirants • Shadowing • Acting • Leadership Programs • Mentoring • Induction • Coaching • Mentoring • Skill development • Experienced • System leadership • Sabbatical

  15. Retention - the sinker (or reel) • Role overload and intensity • Job swaps • Challenging assignments • Coach/mentor roles • Co and part-time principalship • Networks

  16. Key papers • Understanding principal-class leadership aspirations: Policy and planning implications • Women in teaching: Factors that impact on their leadership aspirations • How sad, Too bad: Patterns of resilience among aspirant principals • Cloning their own: Aspirant principals and the school-based selection game • Positioning oneself for leadership: Feelings of vulnerability among aspirant school leaders • Expectations and realities of mentor relationships • Attitudes to job-sharing and co-principalship

More Related