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By Michelle Anderson, Michelle Davis, Peter Douglas, David Lloyd, Barrey Niven, Hilary Thiele

A Collective Act: top a small college explores the features of, the context for, and the demanding situations to profitable management. It identifies what the learn says approximately small university management after which tells 5 compelling tales of top in such settings, from throughout Australia. jointly, the examine and the instances current a powerful argument for larger realizing this particular context of leadership.

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A collective act : leading a small school

A Collective Act: major a small tuition explores the features of, the context for, and the demanding situations to winning management. It identifies what the learn says approximately small tuition management after which tells 5 compelling tales of top in such settings, from throughout Australia. jointly, the learn and the situations current a robust argument for higher knowing this particular context of management.

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84 effect size). They not only promote but directly participate with teachers in formal and informal professional learning. 42 effect size). They have direct involvement in the support and evaluation of teaching through regular classroom visits and the provision of formative and summative feedback to teachers, and they take direct oversight of curriculum through school-wide coordination across classes and year levels and alignment to school goals. 35 effect size). In other words, they set, communicate and monitor learning goals, standards and expectations, and they involve staff and others in the process so that there is clarity and consensus about goals.

A portrait of small schools 17 Consistent with the general spread of the Australian population and size of government education in New South Wales and Victoria, the figures show that these systems had the greatest number of small schools of 100 or less student enrolments in 2008 (916 in New South Wales; 570 in Victoria). The figures suggest that a small school is more likely to consist of a primary and/or combined primary and secondary school than a standalone secondary school. 12 In Australia, this has been the case historically.

118–26. Aberg-Bengtsson, L 2009, ‘The smaller the better? A review of research on small rural schools in Sweden’, International Journal of Educational Research, vol. 48, pp. 100–108. Gilbert, CC, Skinner, J & Dempster, N 2008, ‘Expectations of successful female small school principals’, Leading & Managing, vol. 14, no. 1, pp. 72–91. ’, Innovation for Equity in Rural Education Symposium Proceedings, International Symposium for Innovation in Rural Education (ISFIRE), 11–14 February, University of New England, Armidale, NSW, pp.

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