The education sector is facing an imminent and significant loss of experience and corporate knowledge which has been predicted for some time.
• In 2003 Scott reported that by 2013, 74% of current secondary school principals and over 50% of current primary school principals would have left the school system (Scott, 2003 in Marks, 2012, p. 36).
• In 2007 a national survey, The Staff in Australia’s Schools (SiAS, 2007) found that more than 50% of school leaders were aged 50 years and older.
• A more recent Australian survey (Australian Bureau of Statistics, 2009) found the 'education and training' sector registered the largest proportion of workers who intended to retire within the next 10 years.
As schools adjust to the expectations of the twenty-first century, not only has there has been a call for new conceptions of leadership and leadership preparation (Bezzina, 2012; Caldwell & Spinks, 2013; Dempster et al., 2011; Levin, 2013; Macpherson, 2009; Schleicher, 2012 in McCulla & Degenhardt, 2016, p.559) but the expectations for today’s school leaders have never been more ambitious (Robinson, 2011, in McCulla & Degenhardt, 2016, p.558). The call is for leaders who are instructional leaders who can promote better academic outcomes for students, who also have a capacity to build and sustain transformational cultures (Day & Sammons, 2013; Hattie, 2009; Robinson et al., 2009 in McCulla & Degenhardt, 2016, p.559).
Posted 7 years ago
We don’t shy away from the big issues facing Christian educators! In fact, the Agora team has grappled with many challenging topics over the last few years, including the place...