Home' Independence : Independence Vol 34 No 2 Oct 2009 Contents 64 Independence Vol 34 No 2 Oct 09
Developed as a teaching tool,
the PICAXE is a low-cost "brain"
for almost any project.
Easy to use and understand,
teachers and students can be
productive within minutes.
Safe to use, runs from three
Free software development system
and low-cost in-circuit programming.
Variety of hardware, project boards
and kits to suit your application.
• Measurement & instruments
• Motor & lighting control
• Farming & agriculture
• Internet server
• Wireless links
• Colour sensing
• Fun games.
Distributed in Australia by
Phone 1300 735 420
Fax 1300 735 421
LEADERSHIP & MANAGEMENT
• All issues and observations arising
from the shadowing experience are to
• Any matters identified by the Principal
as not for discussion during the
shadowing or in the deconstruction
workshop are to be respected
• Although their own Principal will
be advised of the school which the
aspiring Head will visit, information,
events and details from the shadowing
experience are not discussed with them.
Pairing and deconstruction
After their day of preparation,
participants then spend two consecutive
days in the school of the experienced
Head with whom they have been paired.
Pairing is based on the premise that
the program should in part support the
aspiring Head to develop confidence
and also provide them with insights into
the diversity of the independent schools
sector and the many professional contexts
they might not yet have considered. In
addition, a goal is to provide them with
a diverse set of pictures about the ways
one can successfully 'do Headship', that
is, operate using their own unique and
distinctive style developed over time in
On their return to the program,
participants spend a full day analysing
their experiences and then addressing the
remaining issues of concern through role
play and the sharing and evaluating of
observed strategies. The day culminates in
a detailed discussion of the emergence and
development of the aspiring Head's own
The overwhelming response from
participants is that the program -- while
sometimes daunting -- is challenging,
thought provoking and ultimately
exhilarating. Whether participants
go on to take up an actual Headship
position or not, the process of reflection
on professional practice will inevitably
enhance their leadership in whatever
capacity they choose to serve.
The response from participating Heads
is also extremely positive. While the
program was designed to inform and
provide an authentic learning experience
for those who aspire to lead independent
schools, Heads have found it of great
benefit as an opportunity to reflect on
their own practice.
ISLC's Preparation for Principalship program
was enthusiastically developed and delivered
with the considerable generosity of a number of
independent sector Heads:
• Those who generously encouraged senior
members of their staff to consider future
• Those who courageously allowed themselves
to be shadowed (sometimes in very sensitive
• And very importantly, three recently retired
AHISA members -- Joy Yeo, Denise Thomas
and Bob Grant -- whose experience, wisdom
and input into the development of the
shadowing process and the workshops was
The AIS NSW acknowledges the contribution
of these Heads to the development of school
leadership in Australia.
Blendinger, J. and Snipes, G. (2001) An
instrument designed for shadowing high school
principals. Source: ERIC.
Caldwell, B. (2006) Re-imagining educational
leadership. Victoria: ACER Press.
Gronn, P. and Lacey, K. (2006) Juggling crystal
balls. Leadership in Focus, Winter 2006:23.
Mintzberg, H. (1973) Structured observation as
a method to study managerial work. Journal of
Management Studies 7(1):87-104.
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