Leadership to Improve Mathematics Outcomes in Low SES Schools and School Networks

Colleen Vale, Anne Davies, Mary Weaven, Neil Hooley, Kristy Davidson, Daniel Loton

Abstract


Instructional and transformational leadership is reportedly required to improve the
mathematics outcomes of students in low socio-economic status school communities.
This study of 43 schools in two networks of schools in rural Victoria explored
leadership practices and found evidence to support both these leadership
approaches along with distributed leadership practice. School leaders established
network and school structures and relationships at various levels of the network and
school organisation to enable and support ongoing improvement in teachers’
pedagogical content knowledge and teaching practice and to build the leadership
capacity of teachers within their schools. The leaders’ knowledge of effective
mathematics teaching practice enabled them to mentor teachers in their school or
team and to support the practices of professional learning teams within their school.

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