This chapter describes the Australian Principals as Literacy Leaders (PALL) programme and discusses what has been learned from seven pieces of follow-up case study research that sought to gather information about what schools did to improve students’ reading. Interviews were undertaken with principals, leadership teams, and teachers, while, in some schools, there was also feedback provided by parents and students. From analysis of the case studies, it became apparent there were common factors that clearly increased the likelihood of positive and sustainable improvements that could be made to students’ engagement, learning, and reading achievement. It was evident that the PALL programme had a unifying effect on participants by providing a framework that supported them in strengthening teachers’ assessment processes, programme planning, and instructional practices. The researchers had affirmed that shared leadership provided a more secure and viable way of working that encouraged teachers to take leadership for the development of reading in their schools.
|Title of host publication||Instructional Leadership and Leadership for Learning in Schools|
|Subtitle of host publication||Understanding Theories of Leading|
|Place of Publication||Cham|
|Number of pages||29|
|Publication status||E-pub ahead of print - 28 Sep 2019|
- school leaders
- school leadership