It’s a different place now: Teacher Leadership and Pedagogical Change at Newlyn Public School

ABSTRACT: Fundamental school change can be achieved when teacher leaders work in parallel with administrator leaders. The meaning and the form of this change, however, differs depending on context. This paper explores parallel leadership in a large city primary school in an area of high social disadvantage-particularly its significant impact on classroom practice and teacher interaction. In 2002, the professional community of Newlyn Public School1 in Sydney, Australia commenced their engagement in a whole school change process known as IDEAS (Innovative Designs for Enhancing Achievement in Schools). The effect may be described as transformational as the school changed itself from within. The teacher leaders, working in parallel with middle managers and the principal leader were able to address significant challenges faced by the school and by their learners, moving into new ways of thinking and working together. The paper reports on one aspect of a research project carried out at Newlyn Public School over an 18 months period, December 2003 – June 2004 which explored the school’s engagement with IDEAS