Personalising Learning: Principals' Perspectives

Abstract

This research project explores the perspectives of four New Zealand secondary school principals in regard to the concept of personalised learning. Using semi-structured interviews, their opinions were sought around three main questions; firstly, how do they conceptualise personalised learning? Secondly, how is personalised learning enacted within their schools currently and lastly, how do they intend leading transformational changes for the future? The findings suggest that personalised learning is comprised of three essential principles; partnerships, meta-cognition and student centricity. In practice it appears that personalised learning is occurring at the fringes of educational practice and has yet to be fully implemented within New Zealand secondary schools. The principals are clear that a transformational shift is currently occurring within education and that there are three main areas of leadership that they need to be consistently working at; Firstly, a collective vision is required, secondly a rigorous research base must underpin all decisions and thirdly, having both time and patience for change. In concluding, this research critiques current practices of personalised learning, suggests areas for improvement and puts forward an alternative organisational structure to support New Zealand secondary schools in personalising learning for students.