Building Leadership Capacity and Enacting School Improvement Policy: Voices from the Field
Abstract
Education contexts engaging in reform, operate in complex environments that require the
coherent implementation of education policies. Research highlights that systems that support
shared leadership, strong communication practices and a sharp focus on the articulation of
shared beliefs, are positioned to support strong policy interpretation though the enactment of
school improvement strategies. This paper explores the inter-connected roles of a system
middle leader (regional Project Officer) and a school leader (Principal) in interpreting and
enacting systemic policy and direction in a state primary school within a regional context in
Queensland, Australia. The case study utilised the regional Project Officer and Principal
participants as co-researchers and captured their experiences through recorded narratives and
narrative inquiry conversations. The thematic data analysis provides useful information about
how school leaders can work with system middle leaders and their own school’s teaching
teams to proactively grow the capacity, credibility and strength of teachers to translate policy
into enacted school improvement strategies