Amidst ongoing calls for teaching improvement, there has been growing interest in the work of middle leaders in leading school-based curriculum and professional development. Research and policy initiatives have acknowledged that these leaders in schools are well placed to successfully drive educational change that leads to improved educational outcomes for students. This has led to an increase in development programmes for middle leaders, but there appears to be a distinctive disconnect between the research and theory that should inform these, initiatives. This article reports findings gathered from a questionnaire completed by almost 200 middle leaders from across Australia, conducted as part of a larger national mixed method research studying middle leader practices. The instrument was designed to investigate the practices of middle leaders who were responsible for leading school-based development, based on three domains of middle leading practices: leading and teaching, managing and
Letterkenny man appointed as new Director of the Donegal Education Support Centre
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Kieran Mc Taggart appointed as new Director of Donegal Education Support Centre
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Secondary school year advisors fulfil an important relationship-building, middle leadership position in schools. Although responsible for supporting the wellbeing of students with a range of academic, social, and emotional needs, there is limited research into year advisor’s role and the support provided for these educators. This qualitative study provides insight into year advisors’ perceptions of professional learning that prepared them to support student wellbeing. Semi-structured interviews were conducted with secondary school year advisors in New South Wales, Australia, investigating their training experiences and views on navigating the expectations of their role. Interpretive Phenomenological Analysis revealed key themes capturing the limited provision of formal training for year advisors and the perception that training was insufficient for responding to students’ mental health needs. Year advisors reported relying on self-sourced informal training methods including colla