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Qualifications / Degrees
- B.A. (Psychology & Education) - The University of Auckland
- M.A. (Education) - First Class Honours - The University of Auckland
- Ph.D (Clinical Psychology and Public Practice) - Harvard University
Previous professional experience (prior to present position)
- 2002 - Academic Director, First-time Principals Programme
- 2003 - 5 Head of School of Education, The University of Auckland
- 2002-03: Co-Head of School, The University of Auckland
- 1995-2001: Associate Professor, The University of Auckland
- 1981-94: Senior Lecturer in Education, The University of Auckland
- 1976-80: Lecturer in Education, The University of Auckland
- 1973-74: Teaching Fellow, Graduate School of Education, Harvard University, in organisational psychology.
- 1973-74: Teaching Fellow, Sloan School of Management, Massachusetts Institute of Technology, in organisational psychology.
- 1970-72: Temporary Lecturer in Educational Psychology and Research Associate, Education Department, The University of Auckland.
Programmes
- Director, First-time Principals Programme (New Zealand’s national induction programme for school principals)
- Academic Co-ordinator, Master of Educational Management (MEdMgt.)
- Academic Co-ordinator Postgraduate Diploma in Educational Management (PEDipEd)
Teaching Area/Interests
- Educational Leadership and Policy
- Organisational Learning and Improvement
- School Organisation and Management
- Research for the Improvement of Practice
Research Interests (area & methodologies)
As an organisational psychologist working in the field of education, I pursue a research programme which is concerned with organisational learning and leadership, school effectiveness and improvement, and research methodology. My research programme on leadership addresses four central questions: These are the focus of a Best Evidence Synthesis on the impact of school leadership on a range of valued student outcomes which is currently being completed for the New Zealand Ministry of Education
1. What is educational leadrship and how is it distinctive?
2. What are the direct and indirect impacts of leadership on student outcomes and how do these impacts occur?
3. How fruitful are traditional theories of leadership for informing the improvement of teaching and learning?
4. How can educational leadership theory and research be more grounded in the knowledge base on teaching and learning?
