Exploring a school improvement initiative: leadership and policy enactment in Queensland’s independent public schools

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Abstract

This chapter examines the implications of policy rhetoric emphasising autonomy for these schools, who ostensibly work more independently while still being part of a wider public schooling system governed by policy emphasising improvement on measurable student achievement. It outlines the theoretical devices being applied to the research, presents the policy conditions that were present in the case study context, and explores the initiative that narrowed the focus of curriculum at the school. The changing policy landscape for principals in Queensland’s independent public schools (IPS) is complex, comprising of the aforementioned policies designed to facilitate rapid school improvement coupled with formalised autonomy. The IPS programme represents a formalised neoliberal responsibilisation of schools where schools take responsibility for the improvement of student results from the traditionally responsible Department of Education. Eacott Scott’s autonomy prior to joining the IPS programme school is clear. He developed an idea that something different was needed at Mount Pleasant.
Original languageEnglish
Title of host publicationChallenges for Public Education
Subtitle of host publicationReconceptualising Educational Leadership, Policy and Social Justice as Resources for Hope
EditorsJane Wilkinson, Richard Niesche, Scott Eacott
Place of PublicationAbingdon UK
PublisherRoutledge
Chapter6
Pages73-86
Number of pages14
Edition1st
ISBN (Electronic)9780429436765
ISBN (Print)9781138348202, 9781138348226
DOIs
Publication statusPublished - 2019

Publication series

NameLocal/Global Issues in Education

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