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dc.contributor.authorFenn, Dawn
dc.date.accessioned2020-07-01T20:24:32Z
dc.date.available2020-07-01T20:24:32Z
dc.date.issued2020
dc.identifier.urihttps://hdl.handle.net/10652/4947
dc.description.abstractRESEARCH QUESTIONS: 1. What are the expectations of positional leaders with respect to their role in Communities of Learning? 2. How do positional leaders’ practices compare to the National Criteria for Communities of Learning? 3. How do positional leaders perceive their challenges and successes within Communities of Learning? ABSTRACT: Communities of Learning (CoL) form one part of New Zealand’s 2014 educational improvement strategy, ‘Investing in Educational Success’. CoL are a government school reform strategy that aims to employ collective capacity to share resources, increase teacher capability and raise student achievement. The CoL structure is underpinned by a philosophy where excellent leaders adopt collaborative interdependent structures to transform education by influencing their colleagues’ schools. The government established CoL as a system improvement model to share expertise, develop collaborative practice and reduce disparity in minoritised groups. CoL are usually made up of eight to twelve member schools that reflect students’ geographical pathways through the education system. The government believes that if CoL create a basis of collaborative expertise, students will experience streamlined transitions between schools, minority ethnicities will achieve at the same rates as European ethnicities, and that failing schools will improve. Three new CoL leadership tiers have been created for positional leaders to work within their schools and across organisational boundaries to influence their colleagues and effect these changes in schools. This work presents unique challenges and tensions for leaders and the member schools they work in. CoL schools are expected to engage in partnering school communities, establish combined systemic groupings, reorganise their leadership structures and share resourcing. However, due to the relatively recent establishment of CoL, little is known about how positional leaders carry out this work in schools. This research examines the expectations of positional leaders, their work in light of the National Criteria for CoL and leaders’ perceptions of their challenges and successes.en_NZ
dc.language.isoenen_NZ
dc.subjectNew Zealanden_NZ
dc.subjectCommunity of Learning (CoL)en_NZ
dc.subjectCoLen_NZ
dc.subjectKāhui Akoen_NZ
dc.subjecteducational leadershipen_NZ
dc.subjectMāori studentsen_NZ
dc.subjectPasifika studentsen_NZ
dc.subjectstudent successen_NZ
dc.subjectculturally inclusive pedagogyen_NZ
dc.subjectcollaborative teachingen_NZ
dc.titleThe work of positional leaders in Communities of Learningen_NZ
dc.typeMasters Thesisen_NZ
thesis.degree.nameMaster of Applied Practiceen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsden130310 Māori Education (excl. Early Childhood and Primary Education)en_NZ
dc.subject.marsden130311 Pacific Peoples Educationen_NZ
dc.subject.marsden130304 Educational Administration, Management and Leadershipen_NZ
dc.subject.marsden130202 Curriculum and Pedagogy Theory and Developmenten_NZ
dc.identifier.bibliographicCitationFenn, D. (2020). The work of positional leaders in Communities of Learning. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Applied Practice). Unitec Institute of Technology. Retrieved from https://hdl.handle.net/10652/4947en
unitec.pages105en_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
dc.subject.tukutukuAriā whakaakoen_NZ
dc.subject.tukutukuTāngata o Te Moana-nui-a-Kiwaen_NZ
dc.subject.tukutukuMātaurangaen_NZ
unitec.advisor.principalReinders, Hayo
unitec.advisor.associatedMane, Jo


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