Education leaders can reduce educational disparities
Bishop, R. (2011). Education leaders can reduce educational disparities. In T. Townsend & J. Macbeath (Eds.), International Handbook of Leadership for Learning (pp. 1069-1081). Springer Science+Business Media B.V.
Permanent Research Commons link: https://hdl.handle.net/10289/5796
This chapter is about how education leaders can act to reduce educational disparities for indigenous and other minoritized peoples through strategic goal setting, supporting effective pedagogies of relations, promoting distributed leadership, enacting inclusivity, using evidence and owning the need for reform. Examples are drawn from a large-scale, theory-based education reform project called Te Kotahitanga which is currently running in 50 secondary schools in New Zealand. Developing a model for effective leadership needs to commence with the understanding that the key to change is teacher action supported by responsive structural reform (Elmore 2004). In our earlier work (Bishop et al. 2003, 2007) we investigated what effective teacher action looks like. This chapter presents a model of what “responsive structural reform” looks like in practice and what leaders need to do to implement and sustain gains made in student performance at the classroom, school and system-wide levels.
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