Reforming for excellence : towards a collaborative primary school

It is asserted in the introduction of this work that the current reforms for excellence are taking place in a context of extreme complexity, which puts at risk the meanings made of the term 'excellence in schooling'. There is an abundance of literature dealing with the characteristics of an excellent school but the paths towards the creation and maintenance of such a school are not so obvious. Support is given to the view that these paths will only be found by educational leaders', in particular school principals', taking up the challenge and generating models from within. The work traces the movement to create excellence in schooling from the mid 1970's to the present time and explores the parallel movement towards excellence in the corporate sector, with particular attention to the Japanese view of leadership especially that aspect which values people as whole beings with physical, spiritual, social and psychological needs. The work provides a definition of excellence in schooling and addresses the issues of whether or not it can be attained and measured. It also explores the wider context in which reforms for excellence in schooling are taking place in the belief that making meaning of this context will assist educators in the implementation of the reforms. Some of the common assumptions which can inhibit success are examined and the assertion is made that a system view of change is necessary if effective implementation is to be carried out. Leadership is seen as critical and particular emphasis is placed on the importance of vision and on leadership density. The work explores the leadership roles of the school principal with specific focus placed on the importance of culture and the principal's role in shaping that. It is asserted that, in order to have credibility and to be able to keep a finger on the pulse of the school, the principal must maintain a sound educational platform. It is also contended that there is tremendous potential for principals to use their expertise in teaching and learning to generate models for successfully implementing quality reforms. A key feature of the work is the author's expression of her educational platform which emphasises her belief in the need to build a school community of learners centring on collaboration and cooperation among members of the school community. This is followed by a case study of Punch Bowl Primary School, in Launceston, Tasmania. The case study examines how a collaborative culture has been built at the school with resulting high levels of professionalism and of morale at a time when negative stress is evident in the public sector of education and there is low morale in the teaching profession generally.