Service-Learning – preparing students for leadership

This paper explores ways in which participating in a service-learning program can enhance student leadership in secondary schools. The research is based on the perceptions of teachers who coordinate service-learning in eleven Catholic secondary schools in Western Australia. The paper initially examines literature on student leadership, servant leadership and service-learning. The research methodology is then summarized, in particular, the rationale for using Catholic schools, an indication of the range of schools involved, and an outline of the questionnaire. Teacher perceptions are considered, initially in the contexts of the Structure of Service-Learning and Rationale for Service-Learning. This is followed by teacher perceptions on how service-learning develops student leadership, along with specific cases which illustrate this development. Finally, the paper looks at implications for improving student leadership in schools, especially given the fact that the Department of Education and Training in Western Australia has this year begun to introduce community service as part of the school curriculum

Teaching for the future: Framing an environmentally sustainable future through teacher education

This article briefly outlines the development of a Catholic approach to ecological awareness with particular examination of environmental education in Australia. The importance of teacher formation in the area of eco-literacy, both at pre-service and postgraduate level is highlighted. Specific reference is then made to the experiences and perceptions of teachers and pre-service teachers in two case studies at The University of Notre Dame Australia, Fremantle Campus

The Catholic school principal: A transcendent leader?

In the early 1990s Sergiovanni (1993) pointed out, with a touch of cynicism, that despite the multitude of leadership studies over many years “we still do not understand what distinguishes leaders from non leaders, e!ective leaders from ineffective leaders, and effective organisations from ineffective organisations” (p. 1). He argued that one of the reasons for this confusion was an overemphasis on what he called “bureaucratic, psychological and technical-rational authority” (p. 1), while neglecting professional and moral authority. As an antidote to this situation, Sergiovanni (1993) argued that the moral dimension of leadership must be moved “from the periphery to the centre of inquiry, discussion and practice” (p. 2). One way of placing the moral dimension of leadership squarely at centre stage is to view leadership through the transcendental lens of service and spirituality. This article explores the notion of transcendental leadership and the appropriateness of this leadership model for principals in Catholic schools. As a prelude, transactional and transformational leadership models are reviewed. The point is that while elements of these models are still valuable, Catholic school principals are called on to exercise leadership beyond organisational expertise and a collegial understanding of the leader’s vision. Transcendental leadership is then examined from the dual positions of service and spirituality. The notion of service permeates all actions of a transcendental leader. In particular, the transcendental leader is constantly concerned for the needs of those with whom he or she collaborates. The essential understanding of the spiritual component of transcendental leadership is that the leader acts from the entirety of who he or she is as a person. Finally, the article posits a range of implications of this model for principals in Catholic schools. These implications include: Catholic school principals are called to be servant leaders in the spirit of Jesus (Mt 10:45; Mt 23:11; Lk 22:26; Jn 13); their leadership is based on deep reflection; they practise the Catholic social doctrine of subsidiarity to ensure genuine decision-making opportunities for all members within the school community; and the spiritual standard by which they act is grounded in the wider notion of Catholic social doctrine

Transactional, transformative and a servant!

Does leadership theory help a school principal become a better principal? He or she needs to be head teacher, chief administrator, creator of the vision, promoter of the cause, public face of the organization, counselor of staff, listener to parents, role model for students, and conduit with system authorities. While most have the support of a leadership team, invariably the buck, in whatever forms it might take, stops with the principal. The role is challenging, often demanding, and invariably requires a fine balancing act between the myriad of responsibilities that go with the job. So, what form of leadership should the principal exercise

Experimental Demonstration of Geometrically-Shaped Constellations Tailored to the Nonlinear Fibre Channel

A geometrically-shaped 256-QAM constellation, tailored to the nonlinear optical fibre channel, is experimentally demonstrated. The proposed constellation outperforms both uniform and AWGN-tailored 256-QAM, as it is designed to optimise the trade-off between shaping gain, nonlinearity and transceiver impairments

Religious educators: Promoting an ecological balance

This article explores the role of religious educators in developing young people as ecologically responsive citizens. Underpinning this role is an appreciation that creation is a gift from God, that one must act as a responsible steward of creation, and that the world’s resources are to be used ethically. The article initially presents a Catholic approach to environmental concerns with particular reference to the statements of Popes John Paul II and Benedict XVI. It then draws on statements from the publication Compendium of the Social Doctrine of the Church that relate to the protection of the environment. These statements provide a rich source of understanding for religious educators. The article subsequently describes ways the publication On Holy Ground can assist religious educators in designing an ecological framework within Catholic education. This description is followed by an outline of the vital role religious educators have in fostering a balanced and informed ecological approach with their students

Service-learning: Promoting leadership in young people

This article proposes two ways in which service-learning can promote responsible leadership in young people. First, service-learning can develop specific leadership skills. Second, service-learning can engender a notion of leadership based on service. The article then explores the practical experiences and reflections of education students studying a first semester service-learning course at the University of Notre Dame Australia Fremantle campus. These responses indicate ways those involved in service-learning are able to meet needs in the community. Finally, the article considers a range of comments made by the students\u27 placement supervisors. Many of the comments highlight leadership attributes and behaviours

Student leadership in Catholic schools: A matter of service!

Schools are elementary breeding grounds for student leadership development. School principals, by virtue of their standing in their school, have a pivotal role in facilitating student leadership development initiative s. In essence, they are stewards of student leadership (Lavery & Hine, 2012). This paper examines the notion of student leadership from the standpoint of eight Catholic secondary school principals. It initially explores their perception of the ethos underpinning student leadership. On this point, all principals posited that servant leadership must be the overarching model informing student leadership. The paper then investigates those ways these principals perceived student leadership functioning in their schools. That is, how was servant leadership explicitly demonstrated in the actions of the students? Investigating student leadership development is an important issue, both nationally (Bunn et al., 2010) and internationally (Line burg & Gearheart, 2008; McNae, 2011). Moreover, the notion of servant leadership as the preferred model of student leadership resonates directly with the Gospel understanding of leader ship (Mk 10:42-45; Mt 23:8-12; Lk 22:24-27; Jn 13:12-17). Student leadership formation thus forms part of the fundamental purpose of Catholic education – the evangelisation of young people

Strategies for Hope and Sustainability, The Beginning Principal: needs and challenges

Since the 1990s, educational leaders in developed countries have experienced significant change across all educational systems. To date, this momentum for rapid change has continued unabated. Political pressures on schools continue to increase as short term governments expect improvements in educational outcomes in shortened periods of time. Public expectations of performance by schools are intensifying. School effectiveness dominates professional discourse. Learning technologies have expanded. Family contexts have changed and the nature of the educational workforce is dictated by society s economic and social situation. Catholic school principals, in addition to coping with such issues, are also regarded as leaders within the Catholic Church. The religious dimension of their leadership role requires significant faith-based grounding and knowledge about the Church in order to carry out their duties and responsibilities. For beginning principals in Catholic schools, their role is even more complex, demanding and challenging. They not only have to negotiate all the demands placed on them as Catholic school leaders, they also have to grapple with the newness of the role. This paper presents findings from a qualitative research study seeking to identify the professional and personal needs of newly appointed principals in Catholic education in Western Australia