<abstract xmlns="http://www.w3.org/1999/xhtml">This paper uses a systems approach to examine the implementation of a design thinking (DT) initiative in a Singaporean secondary school setting. In particular, the paper uses the systems representational tools attributed to <xref ref-type="bibr" rid="j_jelpp-2019-001_ref_038">Senge (1990)</xref> to better understand the factors and relationships that underpin successful change initiatives in terms of the change process and related outcomes. The systems approach sheds light not only on those managerial and behavioural factors that facilitate initial acceptance and adoption of the design thinking change initiative, but also those factors that might inhibit or undermine ongoing change and success. As such, the paper provides interpretive insight about what constitutes effective systemic change in the implementation of design thinking, and on the nature of individual managerial intervention necessary to sustain ongoing and effective use of the design thinking and other initiatives.</abstract>

A systems perspective on exploring the sustainability of leadership initiatives in a secondary school setting

<abstract xmlns="http://www.w3.org/1999/xhtml">Throughout their K-12 educational experience, students should have access to resources, educators, counselors, and specialists to help meet their academic, social, emotional, college, and career needs. When school leaders or principals work in collaboration with school counselors, often school climate is more positive for students, faculty, and stakeholders. However, many school leaders do not receive proper training to evaluate school counselors. The purpose of the study is to explore school leaders’ perspectives of processes, policies, and trends in school counselor evaluation. The amount and type of support school counselors receive from their school leaders is important in developing and maintaining a progressive comprehensive school counseling (CSC) program for all students, but leaders must be familiar with CSC in order to appropriately evaluate school counselors. The results indicate that while delivery of a CSC program may be important, the evaluation process may be limited in its utility to help school counselors adhere to and implement the American School Counselor Association (ASCA) National Model, which includes foundation, management, accountability, and delivery components. More research is needed regarding what content should be included in a school counselor evaluation.</abstract>

School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model

Nurture the seed and it will blossom

<abstract xmlns="http://www.w3.org/1999/xhtml">School-based research has historically played an important role within the education system contributing to our understanding of the organisation and practice of formal education. Supported by relevant literature, this article reports on current challenges in conducting school-based research in Aotearoa New Zealand as experienced by one researcher. It suggests that conducting school-based research is becoming increasingly difficult, with possible explanations for this being the divergent workflows of researcher and school-based participant(s), the volume of demands on teachers and schools, and restricted roles for teachers and parents, which increase the risk of research fatigue. The article argues that although school-based research is rarely an immediate priority for school leaders, it is imperative that they support it if they want to be informed by its insights for policy and practice.</abstract>

Contemporary pressures on school-based research: A cautionary tale for school leaders

<abstract xmlns="http://www.w3.org/1999/xhtml">This article examines the nature of sudden and sweeping organisational change when a public secondary school facing closure reframed the ideological components of schooling, finding renewed hope and direction for the future. It also attempts to explain how organisational change can take place through university-led action research, activating school community support to become a science, technology, engineering, arts and mathematics (STEAM) school, securing funding sustainability, political and bureaucratic support, and a new regional school and university partnership. Finally, it seeks to understand how teachers and leaders make sense of their new STEAM organisational identity and how they are reflecting upon this in their new work ahead.This single bounded case study used a “sequential transformative strategy” involving an initial phase of action research reframing schooling purpose as a STEAM school. This was followed by semi-structured teacher and leader interviews hermeneutically analysed, constituting a two part project with a theoretical lens of social science theory. The theoretical perspective of Meighan’s component theory informs the analysis of the two methodologies.</abstract>

“Lazarus” school rising: Finding renewed hope with a “little help from our friends”

AHEAD OF PRINT

Volume 37 (2023): Issue 1 (April 2023)

Volume 36 (2021): Issue 1 (January 2021)

Volume 35 (2020): Issue 1 (January 2020)

Volume 34 (2019): Issue 1 (January 2019)

Volume 33 (2018): Issue 2 (January 2018)

Volume 33 (2018): Issue 1 (January 2018)

Volume 32 (2017): Issue 2 (January 2017)

Volume 32 (2017): Issue 1 (January 2017)

Volume 30 (2015): Issue 1 (January 2015)

Journal of Educational Leadership, Policy and Practice

The peer-reviewed Journal of Educational Leadership, Policy and Practice (established 1986) presents the work of new and established scholars and practitioners. The journal aims to highlight new knowledge and important ideas both from New Zealand and internationally. In particular, JELPP welcomes studies that further international debates in the field of educational leadership.  The Journal of Educational Leadership, Policy and Practice publishes papers by researchers, practitioners and administrators in the field of educational leadership. Research papers should therefore focus on the policy and / or practice of educational leadership at international, national, regional or institutional level, in any sector of education. Leadership stories may also be submitted: these are less formal pieces, usually focussing on one aspect of leadership or a particular leadership scenario. All work submitted should be the original work of the author(s).  Issues up to Vol 33(2) have been published in print, and distributed digitally by informit.org, where back issues can be obtained.Issues from Vol 34 are published through exeley.com. We have moved to an open access digital platform in order to secure wider readership and authorship for our journal papers.  ABOUT SOCIETY  New Zealand Educational Administration and Leadership Society (NZEALS) mission is to promote and support quality leadership for learning across all educational sectors. It welcomes members from the entire educational spectrum, from early childhood to tertiary level, as well as agencies such as the Education Review Office and the Ministry of Education.NZEALS supports leadership and innovation in education. It has strong networks within and across sectors, sharing research and quality practice. It promotes leadership partnerships and supports new and aspiring leaders. Central to its work is the development and dissemination of knowledge surrounding sound leadership practice, founded on appropriate theory and research.  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 