Distributed leadership as a factor in and outcome of teacher action learning

Abstract

This paper reports an evaluation of Quality Teaching Action Learning (QTAL) projects conducted at New South Wales (NSW), Australia public (state) primary and secondary schools and explores how distributed leadership facilitated and was an outcome of the QTAL projects.The evaluation encompassed all 50 projects at 82 NSW public schools, and nine of these schools were selected and visited for case study by members of the evaluation team. Data were provided through individual project progress reports, journals, interviews and case studies. Schools used funding provided under the Australian Government Quality Teaching Program to release teams of teachers to undertake approved Quality Teaching Act..