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Transforming educational leadership to support personalised learning

Australian Educational Leader
Volume 38 Issue 1 (Mar 2016)

Abstract: The word leadership evokes many connotations; administration, instruction, transportation, and service delivery are likely to be salient thoughts. In the United States as well as other countries, personalised learning is not a concept that is likely to immediately jump to mind, unless one is referring to special education. With results driven accountability now appearing in general education policy documents (Every Student Succeeds Act (ESSA), 2015), the expectation is for more personalised learning rather than the status quo. Educational accountability demands leaders be equipped not only with the prerequisite knowledge necessary to support instructional practices but they must also be equipped with the necessary leadership skills in order to play a critical role in introducing, and guiding policies that support the success of all students. This discussion examines: how leadership roles and functions; professional leadership behaviors and standards; the relationship of leading to learning support; improved instructional practices and personalised learning contribute, to the transformation of the education mission.

To cite this article: Boscardin, Mary Lynn. Transforming educational leadership to support personalised learning [online]. Australian Educational Leader, Vol. 38, No. 1, Mar 2016: 6-14. Availability: <http://search.informit.com.au/documentSummary;dn=079207205044205;res=IELAPA> ISSN: 1832-8245. [cited 27 Jun 17].

Personal Author: Boscardin, Mary Lynn; Source: Australian Educational Leader, Vol. 38, No. 1, Mar 2016: 6-14 DOI: Document Type: Journal Article ISSN: 1832-8245 Subject: Educational leadership--Philosophy; Leadership--Management; Interaction analysis in education; Education--Curricula; Individualized instruction;

Database: APAFT