Article looks at the Leadership BES and implications for dveloping learning communities in secondary schools. thsi is presented in te light of findings from the New Zealand survey of secondary teachers in 2009.
\nLinks to the issue of within school variation..
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The subject leaders’ role has undergone change in recent times, and is becoming increasingly complex. The tensions inherent in the role, and the support and development that they receive are explored.\nA small scale qualitative study is used to examine the issues facing first time subject leaders in New Zealand secondary schools. Interviews with six first time subject leaders from two urban secondary schools in New Zealand provide in depth data. Questionnaires from senior leaders in each school together with supplied documentary evidence provide further evidence and enable triangulation to validate the findings. \nThe findings of this research indicate that the role of subject leader has not been clearly defined in the participating schools. This lack of clarity has caused problems for first time subject leaders in understanding and developing for the role. At the same time the subject leaders experienced tensions between the new role and their teaching, and between the role of leader and being a colleague. A major issue for first time subject leaders was the lack of structured support and development for the role. Lack of role clarity, poor planning and unstructured support are seen as barriers to accessing development for the role. A lack of time internally to provide development opportunities and limited provision by external providers were also identified as issues for first time subject leaders. \nConceptualising these findings in a theoretical model enables the underlying causes of the issues to be identified. 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In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory) predicted a flat trajectory. A mediational model including learning goals, positive beliefs about effort, and causal attributions and strategies was tested. In Study 2, an intervention teaching an incremental theory to 7th graders (N=48) promoted positive change in classroom motivation, compared with a control group (N=43). Simultaneously, students in the control group displayed a continuing downward trajectory in grades, while this decline was reversed for students in the experimental group.", "publicationTitle": "Child Development", "publisher": "", "place": "", "date": "2007", "volume": "78", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "246-263", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://dx.doi.org/10.1111/j.1467-8624.2007.00995.x", "accessDate": "2009-09-02T21:02:22Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition", "language": "", "libraryCatalog": "Wiley InterScience", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2009-09-21T08:29:22Z", "dateModified": "2010-02-04T22:39:28Z" } }, { "key": "FQD2AAVJ", "version": 1, "library": { "type": "group", "id": 5090, "name": "Assess To Learn - Auckland", "links": { "alternate": { "href": "https://www.zotero.org/groups/assess_to_learn_-_auckland", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5090/items/FQD2AAVJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/assess_to_learn_-_auckland/items/FQD2AAVJ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3582, "username": "bennej06", "name": "John Bennet", "links": { "alternate": { "href": "https://www.zotero.org/bennej06", "type": "text/html" } } }, "creatorSummary": "Timperley et al.", "parsedDate": "2003", "numChildren": 0 }, "data": { "key": "FQD2AAVJ", "version": 1, "itemType": "journalArticle", "title": "Shifting the focus: Achievement information for professional learning", "creators": [ { "creatorType": "author", "firstName": "H.", "lastName": "Timperley" }, { "creatorType": "author", "firstName": "G.", "lastName": "Phillips" }, { "creatorType": "author", "firstName": "J.", "lastName": "Wiseman" } ], "abstractNote": "", "publicationTitle": "Wellington: NZ Ministry of Education", "publisher": "", "place": "", "date": "2003", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Shifting the focus", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-02-04T01:37:11Z", "dateModified": "2010-02-04T01:37:11Z" } }, { "key": "FPRNDTT5", "version": 1, "library": { "type": "group", "id": 5090, "name": "Assess To Learn - Auckland", "links": { "alternate": { "href": "https://www.zotero.org/groups/assess_to_learn_-_auckland", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5090/items/FPRNDTT5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/assess_to_learn_-_auckland/items/FPRNDTT5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3582, "username": "bennej06", "name": "John Bennet", "links": { "alternate": { "href": "https://www.zotero.org/bennej06", "type": "text/html" } } }, "creatorSummary": "Robinson and Timperley", "parsedDate": "2004", "numChildren": 0 }, "data": { "key": "FPRNDTT5", "version": 1, "itemType": "book", "title": "Strengthening education in Mangere and Otara evaluation : final evaluation report", "creators": [ { "creatorType": "author", "firstName": "V", "lastName": "Robinson" }, { "creatorType": "author", "firstName": "Helen", "lastName": "Timperley" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2004", "publisher": "Ministry of Education", "place": "Wellington [N.Z.]", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "9780478130638", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-02-03T21:56:13Z", "dateModified": "2010-02-03T21:57:15Z" } } ]