Dr Judith Norris is a senior lecturer in educational leadership studies. Her thesis 'From Metaphors to Mantras: Principals Making Sense of and Integrating Accountability Expectations' positions her research and practical expertise around the psychosocial processes of leaders working in performative cultures. She holds a Masters from the University of New South Wales, in Educational Administration and utilises her Diploma in Ontological Coaching in her work with leaders and aspirant leaders, notably with their reflective and reflexive practices.
I am about to teach an online unit called ‘Leading Learning and Teaching’. The unit has invited me to question how does the formal leader lead learning. Teaching seems a simple enough conceptual understanding, however pragmatically complex. Maybe it means leading teachers to find out if learning is happening. Any ideas?
Insights from the classroom and beyond
Views from the Principals Office
Connecting Educators with Professional Learning Resources
"And the genius of leadership lies in the manner in which leaders see and act on their own and their followers' values and motivations." James MacGregor Burns
"There is nothing either good or bad, but thinking makes it so."
Leading Education: An insider's perspective
Dr Judith Norris is a senior lecturer in educational leadership studies. Her thesis 'From Metaphors to Mantras: Principals Making Sense of and Integrating Accountability Expectations' positions her research and practical expertise around the psychosocial processes of leaders working in performative cultures. She holds a Masters from the University of New South Wales, in Educational Administration and utilises her Diploma in Ontological Coaching in her work with leaders and aspirant leaders, notably with their reflective and reflexive practices.
Dr Judith Norris is a senior lecturer in educational leadership studies. Her thesis 'From Metaphors to Mantras: Principals Making Sense of and Integrating Accountability Expectations' positions her research and practical expertise around the psychosocial processes of leaders working in performative cultures. She holds a Masters from the University of New South Wales, in Educational Administration and utilises her Diploma in Ontological Coaching in her work with leaders and aspirant leaders, notably with their reflective and reflexive practices.
Dr Judith Norris is a senior lecturer in educational leadership studies. Her thesis 'From Metaphors to Mantras: Principals Making Sense of and Integrating Accountability Expectations' positions her research and practical expertise around the psychosocial processes of leaders working in performative cultures. She holds a Masters from the University of New South Wales, in Educational Administration and utilises her Diploma in Ontological Coaching in her work with leaders and aspirant leaders, notably with their reflective and reflexive practices.
Dr Judith Norris is a senior lecturer in educational leadership studies. Her thesis 'From Metaphors to Mantras: Principals Making Sense of and Integrating Accountability Expectations' positions her research and practical expertise around the psychosocial processes of leaders working in performative cultures. She holds a Masters from the University of New South Wales, in Educational Administration and utilises her Diploma in Ontological Coaching in her work with leaders and aspirant leaders, notably with their reflective and reflexive practices.
A daily selection of the best content published on WordPress, collected for you by humans who love to read.
The Art and Craft of Blogging
The latest news on WordPress.com and the WordPress community.
Leadership Threads 
In my experience the formal leader does little to lead teachers. They generally outsource to experts and spend most of their time on other school activities. I believe teachers want to be led by someone more knowledgeable than themselves as they understand teaching is complex and ever-changing. Mostly formal leaders allow leading teachers to perform this role however I believe they would enhance their “values and beliefs” leadership and therefore credibility to lead if they were much more involved themselves.
LikeLiked by 1 person
I guess the challenge is that when in a leaderhsip position the leader may lose currency? Maybe their teaching self efficacy lowers? Interesting research to undertake I think James. You raise an interesting idea here.
LikeLiked by 1 person