Abstract

The literature on educational leadership refers to the importance of negotiation as the basis of transformative practices. However, the dominance of educational policy with its mandatory public reporting of outcomes and products is threatening this process of transformation in schools. In this paper I report on research that highlights how easily the importance of processes used to attain the externally driven demands can become [inadvertent] obstacles for success. Where the inspirational outcomes for transformative practices are being met there is a style of leadership that is built on trust, cooperation and shared visions. Where the success rate is poor there is evidence of management control and minimal trust of students and staff. The context of the research reported relates to pedagogical reforms being expected of teaching and learning practices in relation to new technologies in primary and secondary education. From the research outcomes a set of criteria for measurement of success have been developed. Success factors include distributed leadership, mutual trust and collaborative practices between students and staff, and building close connectivity within the local community. The research schools are located in the two Australian states of Victoria and Tasmania.