Rethinking Leadership Development in Schools

As a result of an evaluation of the structure of a Leadership Development Programme against existing learning frameworks such as Problem-Based Learning Framework (Vygotsky 1978 Leontiev 1959) Experiential Learning Theory (Kolb 1984) and Action Learning (Lewin 1946 Torbert 2004) the author presents evidence that three elements are imperative to the success of an effective Leadership Development Programme: rehearsal and practice collaboration and co-construction and reflection. In addition to presenting an innovative framework for effective leadership development in schools the author discusses how the entrenched protracted effects of a Leadership Development Programme affects the leader's capabilities to undertake their roles responsibilities job assignments and builds relationships between participants. Consequently the outcomes of establishing a Leadership Development Programme in schools influences strategic leadership the authenticity of distributed leadership the scope of leadership influence and contributes to succession planning. In culmination the author presents a discussion guide for teachers school principals and senior school leaders.