The Learning Journey: Lifelong Professional Learning for Leaders in Faith-Based Schools

Chapter
Part of the Springer International Handbooks of Education book series (SIHE, volume 26)

Abstract

Over many years research has highlighted the increasingly complex and ­multifaceted nature of the roles and responsibilities of leaders in all types of schools and school systems. Recent educational reforms have added to the complexity of leadership and have demanded that leaders need new kinds of knowledge, skills and attitudes. In many international settings changing expectations of the leader and reformulated visions of educational leadership in the context of lifelong learning have emphasised the need for leaders to develop a deeper understanding of a range of areas pertaining to the exercise of leadership in schools, particularly in regard to learning. Work of international and intergovernmental bodies such as the Organization of Economic Co-operation and Development (OECD 2007) has highlighted the need to review the ways in which the conceptualisation of leadership roles and the allocation of responsibilities and tasks meet both the needs of the school and the quality of learning provision for students and the various personal and professional stages of individuals’ careers, lives and professional lifelong learning needs. As the literature reviewed in this chapter reveals, there is a need to develop, support, renew and revitalise leadership exercised at all levels of every school and across all stages of an individual’s lifelong learning journey.

Keywords

Lifelong Learning Work Engagement School Leadership Educational Leadership Catholic School 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgement

This chapter is informed by research undertaken on behalf of the Catholic Education Office, Melbourne (CEOM). Special recognition is given to the contributions to Mr. Stephen Elder, Director of the CEOM; Associate Professor Joseph Fleming; Ms. Deb Punton; Dr. Mary Oski and to the members of the education profession and broader Catholic community who participated in the research. We gratefully acknowledge their support and assistance.

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Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.School of EducationAustralian Catholic UniversityFitzroy MDCAustralia
  2. 2.National School of Religious EducationAustralian Catholic UniversityFitzroy MDCAustralia

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