A Report on the Leadership Preparation Framework for University Leaders

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Leadership Preparation Framework for University Leaders
The work of Dinham, et al (2012) entitled "Breakthroughs in School Leadership Development in Australia" reports that school leadership has been "increasingly in the spotlight in Australia due to an array of changing contexts and shifts in our understanding of the roles of school leaders, teachers, and schooling. The quality of leadership and effectiveness of schools to deliver an appropriate education through quality teaching have been 'hot' topics within education and more widely for several decades." (p.139) The role of the school principal is characterized by continuous change, "complexity, diversity, and intensity." (Mulford, 2002, p.1025 cited in Dinham, et al, 2012, p.139) Five factors cited for school effectiveness in the work of Dinham, et al (2012) are the following: (1) strong educational leadership; (2) emphasis on basic skills acquisition; (3) an environment that is both orderly and secure; (4) high expectations for achievement of students; and (5) frequent assessment of the progress of students. (Scheerens, 2000, p.44 cited in Dinham, 2012, p.141) Distributed leadership theory is one that is becoming prominent in the context of education and is defined as being mainly concerned with "the co-performance of leadership practice and the nature of the interactions that contribute to that co-performance." (Harris, 2009, p.3 cited in Dinham, et al, 2012, p.142) Resources that are needed by a school to achieve

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