Abstract:
The various crises school leaders faced over the period of 2020-2023 brought into sharper relief the unprecedented challenges they face in a volatile, uncertain, and complex world. How do these realities require re-evaluating and reshaping reserach agendas, school leaders' understandings of their work and role and school leader preparation?
This world cafe discussion aims to facilitate dialogue around the key findings from our research on how principals from Australia, Fiji and New Zealand led through this turbulent period (Striepe et al. 2023; Striepe et al., 2024). Specifically, we will explore:
what forms of leadership that were important during the crises,
how crises changed leaders’ can impact their leader identity, role, and practice and
what school leaders learned as a result of leading through crises.
Three thematic discussion tables will explore the following questions:
Implications for research: What new priorities are guiding and should guide the educational leadership research agenda based on the lessons from 2020-2023?
Implications for school leaders: What approaches skills, attributes, and dispositions are most essential for principals to effectively lead and support their school communities during crisis?
Implications for school leader preparation: What specific competencies and learning experiences are now essential for high-quality principal preparation programs? How have preparations programs changed over the past 3-5 years to account for new realities school leaders face?
Participants will engage in rotational dialogues at each table. Through these facilitated conversations, we will share perspectives, build upon ideas, and generate insights on how compounding crises has impacted on school leaders and the changes that may be required for the field of educational leadership as a result. This interactive session aims to generate ideas and recommendations for reimagining educational leadership research, school leader work, and school leader preparation. All stakeholders in the field of educational leadership are encouraged to join this engaging discussion.
Striepe, M., Thompson, P., Robertson, S., Devi, M., Gurr, D., Longmuir, F., Taylor, A. & Cunningham, C. (2023). Responsive, adaptive, and future-centred leadership in response to crisis: findings from Australia, Fiji, and New Zealand. School Leadership & Management, 43(2), 104-124.
Striepe, M., Taylor, A., Robertson, S., Gurr, D., Cunningham, C., Thompson, P., Devi, M., & Longmuir, F. (2024) Lessons learned from experiences with crises. (Unpublished manuscript).
This world cafe discussion aims to facilitate dialogue around the key findings from our research on how principals from Australia, Fiji and New Zealand led through this turbulent period (Striepe et al. 2023; Striepe et al., 2024). Specifically, we will explore:
what forms of leadership that were important during the crises,
how crises changed leaders’ can impact their leader identity, role, and practice and
what school leaders learned as a result of leading through crises.
Three thematic discussion tables will explore the following questions:
Implications for research: What new priorities are guiding and should guide the educational leadership research agenda based on the lessons from 2020-2023?
Implications for school leaders: What approaches skills, attributes, and dispositions are most essential for principals to effectively lead and support their school communities during crisis?
Implications for school leader preparation: What specific competencies and learning experiences are now essential for high-quality principal preparation programs? How have preparations programs changed over the past 3-5 years to account for new realities school leaders face?
Participants will engage in rotational dialogues at each table. Through these facilitated conversations, we will share perspectives, build upon ideas, and generate insights on how compounding crises has impacted on school leaders and the changes that may be required for the field of educational leadership as a result. This interactive session aims to generate ideas and recommendations for reimagining educational leadership research, school leader work, and school leader preparation. All stakeholders in the field of educational leadership are encouraged to join this engaging discussion.
Striepe, M., Thompson, P., Robertson, S., Devi, M., Gurr, D., Longmuir, F., Taylor, A. & Cunningham, C. (2023). Responsive, adaptive, and future-centred leadership in response to crisis: findings from Australia, Fiji, and New Zealand. School Leadership & Management, 43(2), 104-124.
Striepe, M., Taylor, A., Robertson, S., Gurr, D., Cunningham, C., Thompson, P., Devi, M., & Longmuir, F. (2024) Lessons learned from experiences with crises. (Unpublished manuscript).