This research focuses on continuous improvement in government funded schools and the strategies, practices and actions of school leaders that build and sustain continuous improvement. The focus on continuous improvement is a vital component of educational administration. Research has found that school leaders are being told they need to improve their schools to meet the needs and potential of their students but are not being told how to achieve this goal. This is particularly important in public education to reduce inequity of outcomes. Educational disadvantage continues and school leaders have the potential to address this and meet young people’s needs for a changing future through continuous improvement. Across a school or education system, continuous improvement is the organised, deliberate, and methodical process of small incremental changes aimed at improvement. Practices and processes labelled as continuous improvement are being implemented more frequently internationally in an attempt to address issues of outcomes for students. This Grounded Theory study resulted in an evidenced based framework for application by school leaders and for inclusion in principal preparation and training. Semi-structured interviews with system experts and high performing school leaders, combined with a document analysis, resulted in major and minor categories included in the School Based Continuous Improvement Framework.

Authors:
Kylie Todhunter, Central Queensland University, Australia

About the Presenter(s)
Kylie Todhunter is currently completing her Doctor of Education through Central Queensland University, Australia and is a Senior Principal Capability with the Queensland Department of Education.

Connect on Linkedin
https://www.linkedin.com/in/kylie-todhunter-495379b4/

See this presentation on the full schedule – Monday Schedule

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