Principle 5:


The leadership course could include more interactive engagement with current high-profile educational leaders ... to enhance the leadership capacity of school leaders


Evaluation of course effectiveness is based on the feedback provided from leadership students in response to changes that are made to courses. This crucial aspect of the evaluation of course design provides professional insight into the relevance of adaptions and the impact on leadership capacity. Feedback can be informal, formal (through the SETAC process) and through specifically targeted focus group discussions.


These processes can be considered after each iteration of the leadership courses to contribute to the evidence of effectiveness of the innovations made. Further to feedback from students experiencing these courses, peer review undertaken by teaching colleagues, professional learning conversatonswith Reference Group contributors and networking with colleagues in other higher education institutions involved in postgraduate leadership course design and delivery, are additional strategies which can illuminate effectiveness and potential alternative approaches. Ultimately, a longitudinal research study of leadership students at six months, one year and longer after their completion of the leadership studies, will be considered in order to gather evidence of the long-term effectiveness of these innovated courses.