Leadership for rural school community partnerships

Kilpatrick, Sue and Johns, Susan 2004, Leadership for rural school community partnerships, in AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings, [Australian Association for Research in Education], [Melbourne, Vic.].

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Title Leadership for rural school community partnerships
Author(s) Kilpatrick, Sue
Johns, Susan
Conference name Australian Association for Research in Education. Conference (2004 : Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 28th November - 2nd December 2004
Title of proceedings AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings
Editor(s) [Unknown]
Publication date 2004
Conference series Australian Association for Research in Education Conference
Publisher [Australian Association for Research in Education]
Place of publication [Melbourne, Vic.]
Summary This paper presents a model for examining effective leadership for rural school community partnerships, derived from Australian research supported by the Rural Industries Research and Development Corporation. The research team investigated effective school community partnerships in five different Australian rural locations. Four government and one independent school featured in the study. Partnership effectiveness was confirmed by seeking advice from a range of experts including State, Commonwealth, independent school and Catholic education authorities, as well as rural education professionals. The particular focus of the study was on the community outcomes of such partnerships.

The model is consistent with, but further develops, earlier partnership models. It uses the leadership process, rather than the leader, as the unit of analysis. The model outlines a five-stage process of partnership development: trigger, initiation, development, maintenance and sustainability. While the stages of the process appear to be consistent across study sites, the way in which the model is implemented differs according to context, with factors such as the level of maturity of the school community partnership influencing the process. The flexibility of the model, in terms of better understanding the contextualised nature of educational leadership, suggests it has broader application beyond rural school community partnerships.
ISSN 1324-9339
Language eng
Field of Research 130199 Education systems not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30020339

Document type: Conference Paper
Collection: Vice-Chancellor and Presidents Office
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