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How to score a perfect 10 in leadership learning program design: An international search

How to score a perfect 10 in leadership learning program design: An international search Bev Fl ü ckiger Griffith University Susan Lovett Canterbury University Neil Dempster Griffith University. The Challenge:.

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How to score a perfect 10 in leadership learning program design: An international search

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  1. How to score a perfect 10 in leadership learning program design: An international search Bev Flückiger Griffith University Susan Lovett Canterbury University Neil Dempster Griffith University

  2. The Challenge: How to design professional learning programs for those aspiring to leadership roles that best address their professional learning needs.

  3. The Search: We undertook a synthesis of the research literature. Dempster, N. Lovett, S. Flückiger, B. (2011). Strategies to develop school leadership: A select literature review. Melbourne, Australia: AITSL.

  4. Criteria: • Attuned to individual and system needs • Goal-oriented • Research-informed • Time-rich • Practice-centred

  5. Criteria: • Purpose-designed • Peer-supported • Context-sensitive • Partnership-powered • Effects-oriented

  6. Trials: 1. locally - Emerging Principals Professional Development Program (QELi) 2. internationally – 9 programs from 5 countries

  7. Findings: • The criteria were useful in identifying the strengths and weaknesses of programs; • Most programs at least partially demonstrated the first eight criteria; and • Closer attention needed to be given to: • - the formation of partnerships in and beyond the school • - commitment to evaluating a program’s effects.

  8. Implications: • Program design – structured reflective process • Program content – meet individual needs • Program delivery – contextually and culturally sensitive and responsive • Program evaluation – triangulated datasources over time

  9. Questions: 1. What are the challenges in building collaborative networks with external agencies that broaden the opportunities for leadership learning? How can they be addressed? 2. What data sources and research processes might program designers use to better investigate and document the effects of their programs?

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