The contextual, purpose-driven challenges facing schools and school systems across the world call for creative and innovative responses to revitalize school practices. The process of revitalization will require new thinking, new mindsets within an adaptive school culture and new leadership roles (formal and informal). Often the perception of…

Education systems across the globe have enacted national testing regimes to monitor and report student achievement progress as an outcome of teaching performance. This paper reports on an investigation of strategies that Principals of high achieving schools use to achieve school results, based on NAPLAN reports (the National Assessment Program in…

This article is set in the context of multicultural 21st-century Australia, whose diversity is marked by religious plurality as well as varied ethnic groupings. The article reports on a study of professional learning in three Australian faith-based schools (Christian, Jewish and Muslim) that investigated the role such schools might play in the…

There are serious concerns around the sustainability of teaching given the attrition rate of early career teachers. In Western countries we know that between 25% and 40% of beginning teachers are likely to leave the teaching profession in the first 5 years (Ewing & Smith, 2003; Day & Gu, 2010). Clearly, there is a need to better understand…

Summarizes an ethnographic study examining interactions perceived as empowering in four inner-city primary schools in Victoria, Australia. Teachers wanted interactions between themselves and principals to be characterized by trust, recognition, respect, support, and reliability, but were disheartened by vanishing career and professional…