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By Michelle Anderson, Michelle Davis, Peter Douglas, David Lloyd, Barrey Niven, Hilary Thiele

A Collective Act: prime a small institution explores the features of, the context for, and the demanding situations to profitable management. It identifies what the study says approximately small university management after which tells 5 compelling tales of major in such settings, from throughout Australia. jointly, the learn and the circumstances current a powerful argument for greater knowing this precise context of leadership.

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Arguments for and against moves towards greater school autonomy Examples of arguments for: • It allows school leaders to decide where best to focus energy and resources for their school context. • School leaders should have more power over decisions related to teacher quality and student learning. Examples of arguments against: • With decentralisation come more administrative responsibilities. • More evidence is required around the proposition that greater decentralisation leads to greater student achievement.

54, no. 3, pp. 36–43; or Alloway, N, Gilbert, R & Muspratt, S 2004, Factors impacting on student aspirations and expectations in regional Australia, Department of Education, Science and Training, Canberra, ACT. asp>. Email correspondence to Michelle Anderson from Rex Symonds, Director Staffing and Reporting, Department of Education and Training, Northern Territory Government, 2010. 6 below) come from nine different sources. The government school information is obtained from the eight state/territory educational departments, while the non-government (Catholic and independent schools) information comes from the federal Department of Education, Employment and Workplace Relations (DEEWR).

3 As mentioned already, there is now an abundance of research reports that tell us that teacher quality is the single most important school level determinant of student performance. 4 Neither is it an argument for focusing only on issues of teacher quality. 5 Good school leadership is closely linked to quality teaching and learning and as such raises serious questions about what ‘good’ leadership actually is. Unlike the clichéd historical image of ‘good’ leadership and leading of ‘… the lone frontier settler who is stoic but resolute in the face of hardship’6, a contemporary image of good school leadership is that of not one but many leaders leading for learning.

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