Professional Autonomy and the Future of Leadership for Learning in Australia

Abstract

Caldwell draws on the findings of national and international research that support an association between a relatively high level of professional autonomy on the part of school leaders, especially principals, and student achievement. The distinction between professional autonomy and structural autonomy is noted. Programmes for professional learning of school leaders in Australia are described. The emphasis in Australia is on leadership for learning rather than instructional leadership. Although both concepts are embraced, there is little effort in policy and practice to distinguish between the two. Caldwell explores a likely and preferred future, a feature of which is the alignment of high levels of professional autonomy and leadership for learning that contributes to a noteworthy improvement in student achievement across the country. The view that school leaders constitute an empowered profession is canvassed, as is the need for system adaptivity as leadership capacity is built.