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Curriculum & Leadership Journal
An electronic journal for leaders in education
ISSN: 1448-0743
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This issue of Curriculum and Leadership Journal is the last for 2014. The journal team thanks readers for their continuing support, and wishes everyone a safe and happy holiday break. The next edition is scheduled to appear 30 January 2015.

Learning leaders matter

Australian Institute for Teaching and School Leadership 

The Australian Professional Standard for Principals sets out what principals are expected to know, understand and do in their role. One of the key expectations of principals under the Standard is the professional practice of developing self and others. As well as helping their staff to learn, principals are called upon to model effective leadership. At the same time, they are expected to demonstrate a commitment to their own ongoing professional development and personal health and well being. The practice of developing self and others is closely considered in the resource Literature review: learning leaders matter, prepared by Dr Philip Riley of Monash University for the Australian Institute of Teaching and School Leadership. The review examines a range of issues relevant to the Standard, and in particular those which relate to the developing self and others professional practice. The current article notes a few key points made in the review.

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Leadership character: understanding the link between self-awareness and mind-set

Robyn Collins

Good leaders are aware of their mind-sets, and adapt them according to different situations – ISQ Briefings.

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Closing the gap between the university and the schoolhouse

Jack Schneider

There are several ways by which new ideas from research find their way into schools – Phi Delta Kappan.

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The formative evaluation of teaching performance

Dylan Wiliam

Formative assessment of teachers is a key form of professional development, but must be adapted to context – CSE Occasional Paper.

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Introducing a framework for engagement with mathematics

Catherine Attard

A NSW study examines factors contributing to students’ engagement with mathematics in the middle years – Curriculum Perspectives.

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