'A school full of instructional experts': shared instructional leadership in rural schools

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Abstract

This article explores instructional leadership as a shared practice in a rural school in Australia. It presents a three-year case study of how one school built teacher leadership capacity despite having no formal leadership team beyond the principal. Rural school principals’ workloads are often all-encompassing, especially for leaders without a formal leadership team to whom tasks can be delegated. Policy and discourses surrounding instructional leadership in this case study context included an expectation that the principal would be a curriculum expert, leading from the front, resulting in additional workload and pressures. In response, this school developed a team full of instructional leaders, rethinking some of the dominant discourses associated with instructional leadership in this context. This case study provides insight into a strategy that developed a shared approach to instructional leadership moving it beyond those in formal leadership positions, and explicitly developing the capacity of teachers to take the lead in rural schools.
Original languageEnglish
Pages (from-to)1-13
Number of pages13
JournalLeading & Managing
Volume25
Issue number2
Publication statusPublished - Dec 2019

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