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The power of two: sharing leadership for school improvement in Indigenous education

By Louise Wilkinson, Sue McGinty and Brian Lewthwaite

Abstract

This paper reports on the existing professional relationships between Indigenous Education Workers (IEWs)/Community Education Counselors (CECs) and principals in Queensland schools. It provides a preliminary understanding of the nature of this relationship, perceptions of what duties IEWs/CECs undertake and what they work on together. This is the first step in a larger research project that aims to examine and transform the IEW/CEC and principal relationship as they respond to demands for school improvement, especially in equity and excellence for Indigenous students through partnerships with their families and community. In the described study questionnaires were completed by north Queensland state school IEWs/CECs and principals. Responses indicated while the IEWs/CECs worked in a wide range of duties that had significant depth and breadth across a school overall, their work with their principals was underestimated at best, or non-existent at worst. The paper concludes by suggesting that this relationship needs to move beyond the operational to much a greater collaboration for shared educational leadership

Publisher: Australian Association for Research in Education
Year: 2014
OAI identifier: oai:researchonline.jcu.edu.au:38897
Provided by: ResearchOnline@JCU
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