Whose risk? \u27Managing\u27 risk in school leadership

This article discusses the rise in prominence of \u27risk\u27 in schools and the processes and procedures it has triggered in its wake. The discussion commences with formal definitions of \u27risk\u27 and how risk is mandated and \u27managed\u27 in schools. Alternative views are canvassed and hegemonic emphases in risk policy and practice are critiqued. Taking a socio-cultural approach, the article explores risk from the perspective of school leaders, raising topics elided in risk discourses. The article takes the view that current conceptions of \u27risk\u27 have created greater complexity and further risks for the school leaders who \u27manage\u27 it. The article investigates school leaders \u27and risk\u27 - how risks emerge in the course of everyday school leadership work; school leaders \u27at risk\u27 - interrogating the personal and professional risk borne by school leaders through risk policies; and leaders \u27as risk\u27 - broaching the rarely raised topic of \u27bad\u27 leadership in schools, with its deleterious effects on individuals and whole school communities. These aspects of risk are not found in current literature on risk in educational leadership. The article then goes further to raise the \u27undiscussable\u27 topic of risky central leadership practices which render school leaders at even more risk. The article concludes with discussion of risks that school leaders cannot afford not to take in dealing with risk, particularly with regard to collective action to address mandated policy procedures which are detrimental to the foundational issues of teaching, learning, professional agency and community perceptions.<br /

Implications of radically transformational challenges confronting education business leadership

This paper highlights the radical and rapid changes occurring at all levels of education that are having a profound impact on educational leadership, governance, business and administration. These far-reaching transformations include: competition from a rapidly expanding unregulated private sector; the international impact of de-regulation; the demise of union power secure education jobs, time-honoured hours and working conditions; constant, rapid education policy change and the proliferation of open access technologies which are rendering physical education campuses less relevant or obsolete. The paper suggests that at this stage in history we are witnessing game-changing forces that are fundamentally altering educational provision, the nature of education work, the education workforce, educational outcomes, educational leadership, governance and business. Most importantly, it argues that educational leaders and education business managers need to be ready for them and more instrumental in policy debates arising in their wake. The paper concludes with ideas for responsive action from education business leaders

Principals, politics and change : confronting school resilience to radical renewal

Governments expect school principals to lead and manage significant change to implement school improvement agendas. Research evidence suggests, however, that schools are slow to change (Evans, 1996; Duignan, 2006), that many teachers resist change (Marzano, Waters &amp; McNulty, 2005), and that change is often cursory or short lived &ndash; not disrupting dominant cultures and existing arrangements (Johnson, 2004). This paper discusses the resistance to major change encountered by Australian principals, and their perceptions of its causes. Emergent themes demonstrate that the success or otherwise of change rests heavily on the political astuteness of principals, which suggests the need for ongoing professional learning and leadership support around the issue of leading and managing change.<br /

The influences and implications of PISA: An Australian perspective

This article is a commentary on Australia&rsquo;s involvement in the Programme for International Student Assessment (PISA) tests. It provides a rationale for Australia&rsquo;s participation in the PISA programme, the influences of PISA involvement on education policies and practices, and considerations and implications for school leaders and education researchers. It provides commentary on the positive and negative aspects of PISA involvement and concludes that there are many more disadvantages than benefits, each of which is explained. The article has applicability across the many standardized testing programmes to which Australian students are subjected. Furthermore, the Australian experience and this perspective may hold resonance for colleagues in countries with similar education systems, policies, and standardized testing regimes

The game-changers: exploring radically transformational challenges confronting education business leadership

This paper highlights the radical and rapid changes occurring at all levels of education that are having a profound impact on educational leadership, governance, business and administration. These far-reaching transformations include: competition from a rapidly expanding unregulated private sector; the international impact of de-regulation; the demise of union power, secure education jobs, time-honored hours and working conditions; constant, rapid education policy change and the proliferation of open access technologies which are rendering physical education campuses less relevant or obsolete. The paper suggests that at this stage in history we are witnessing game-changing forces that are fundamentally altering educational provision, the nature of education work, the education workforce, educational outcomes, educational leadership, governance and business. Most importantly, it argues that educational leaders and education business managers need to be ready for them and more instrumental in policy debates arising in their wake. The paper concludes with ideas for responsive action from education business leaders