Enacting policy: the capacity of school leaders to support early career teachers through policy work

Sullivan, Anna; Morrison, Chad

doi:10.1007/s13384-014-0155-y

Cited by 25 publications

(10 citation statements)

References 26 publications

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“…Continually changing national priorities, limited training and lack of administrative support in RRR schools makes it difficult for leaders to demonstrate equal compliance and enactment of centrally mandated policy let alone successfully adapting these policies to suit community needs (Clarke & Wildy, 2011;Wildy et al, 2014) . Consequently, leaders experience variability of policy enactment (Sullivan & Morrison, 2014).…”

Section: Rrr Professional Contextmentioning

confidence: 99%

“…Leaders can empower teachers to become active agents when enacting policies. They are instrumental in leading interpretation, translation and enactment processes in schools (Sullivan & Morrison, 2014).…”

Section: Introduction Contextualising Policy Enactment In Regional Ru...mentioning

confidence: 99%

“…School contexts vary remarkably so educational policies that have succeeded in one context can fail in another (Clarke & O'Donoghue, 2017;Ruiz, McMahon, & Jason, 2018). Schools construct, translate, interpet and enact policies in unique ways and in the limitations and possibilities of their own context (Braun et al, 2011;Sullivan & Morrison, 2014). This is particularly evident in geographically large places such as Australia.…”

Section: Introduction Contextualising Policy Enactment In Regional Ru...mentioning

confidence: 99%

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Contextualising Policy Enactment in Regional, Rural and Remote Australian Schools: A Review of the Literature

Herbert

2020

AIJRE

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Education policies are enacted differently according to school contexts and geographies. This is particularly the case in large countries such as Australia where context and geographies for schooling differ greatly. Within regional, rural and remote Australia, schools are witnessing a trend in geographic disadvantage in that as distance from urban centres increase, nationally benchmarked scores tend to decrease. Overcoming this geographic disadvantage has become a national goal for policy makers; however, policies fail to fully consider regional, rural and remote context. This study aims to review literature regarding the contextual factors that affect policy enactment in regional, rural and remote Australian schools. 54 journal articles, national reviews, books and policy documents were identified, read and reviewed. The literature confirms that context is an important consideration in policy enactment. Findings reveal that educational policy enactment is impacted by four major contextual factors: (1) situational context, (2) professional context, (3) material context and (4) external context. These factors have been used as a thematic organiser in this review to understand policy enactment in RRR schools specifically. This literature review concludes that context needs to be at the forefront of policy enactment in RRR areas. Policies need to be enacted within place, using community participation to be effective. This research is a fruitful endeavour as there is a need to contextualise not only policies, but also pedagogy and practice.

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Section: Rrr Professional Contextmentioning

confidence: 99%

Section: Introduction Contextualising Policy Enactment In Regional Ru...mentioning

confidence: 99%

Section: Introduction Contextualising Policy Enactment In Regional Ru...mentioning

confidence: 99%

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Contextualising Policy Enactment in Regional, Rural and Remote Australian Schools: A Review of the Literature

Herbert

2020

AIJRE

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“…Support valued by NQTs was for instance support with classroom management, managing people and finding a work-life balance (Hudson, 2012;Sullivan and Morrison, 2014). In addition, principals' observations of teaching and conducting pre-and post-observation conferences are acknowledged by NQTs (Range et al, 2013).…”

Section: Ijem 334mentioning

confidence: 99%

Principals’ experiences of changes in relationships with newly qualified teachers resulting from a teacher registration reform

Frelin

Fransson

2019

IJEM

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Purpose The purpose of this paper is to understand, from principals’ points of view, how a teacher registration reform is enacted by examining the potential changes in the relationships between principals and newly qualified teachers (NQTs). The reform entailed principals performing an aptitude assessment of new teachers in their probationary year. Design/methodology/approach Semi-structured interviews were conducted with five principals from two Swedish municipalities on three occasions in one academic year. A third follow-up interview was conducted one year later with four of the principals, the fifth no longer being in post. Findings The assessment appears to be downplayed by the principals, whereas the supportive dimension and the facilitation of NQTs’ professional development seem to be acknowledged and made explicit. For some of the principals, their creative translation of the reform’s intentions transformed these relations and strengthened their leadership. Research limitations/implications The study is small-scale and was carried out in a specific period of policy implementation from the principals’ perspectives. Future studies would benefit from involving both principals’ and teachers’ perspectives. Practical implications Policymakers appear to have underestimated the structural aspects of the reform, even though in general the reform enactments had some kind of positive effect on these relations. Social implications For some principals, their creative translation of the reform’s intentions transformed relations and strengthened their leadership. Originality/value The data are from a unique period when a reform was implemented and later partly withdrawn. The study deepens the understanding on how principals tries to enact and balance their roles as evaluators of NQTs and pedagogical and instructional leaders.

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“…These initiatives are grounded in traditional, rational understandings of the policy process wherein policy decisions are made by people in positions of authority (e.g., governments, school boards, administrators) and implemented by a different group of individuals (e.g., teachers, education assistants). They also reflect constructions of policy leadership as the purview of elected officials, community leaders, and within education, school and district administrators (e.g., Sullivan & Morrison, 2014).…”

mentioning

confidence: 99%

Ontario Teachers’ Policy Leadership During the COVID-19 Pandemic

Farhadi

Winton

2022

Canadian Journal of Educational Administration and Policy

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In this article, we combine theories of teacher leadership, policy leadership, street-level leadership, and policy enactment to inform our novel conceptualization of teachers’ policy leadership. We draw on data collected through a series of 3 focus group interviews with 31 secondary school teachers in Ontario between July 2020 and February 2021 to show how the dynamism of the first year of the COVID-19 pandemic impacted this aspect of their work. Specifically, our findings show the influence of administrative support and the shifting external, situated, and spatial contexts on teachers’ policy leadership. The findings also highlight the role of refusal and creative reinterpretation of educators who prioritized student well-being during the pandemic as schooling transitioned from more flexible emergency remote learning to a less flexible “business as usual” approach.

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Enacting policy: the capacity of school leaders to support early career teachers through policy work

Cited by 25 publications

References 26 publications

Contextualising Policy Enactment in Regional, Rural and Remote Australian Schools: A Review of the Literature

Contextualising Policy Enactment in Regional, Rural and Remote Australian Schools: A Review of the Literature

Principals’ experiences of changes in relationships with newly qualified teachers resulting from a teacher registration reform

Ontario Teachers’ Policy Leadership During the COVID-19 Pandemic

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