Working together : the current state of co-principalship
Despite all the talk about the changing nature of school leadership, there has been limited critical scrutiny of or research into co-principalship: it remains outside the mainstream, despite the benefits of the model. This has resulted in a limited understanding of how school systems might develop and implement a co-principalship model. In this article the authors examine five co-principalship scenarios that illustrate both common and unique features. One common feature is their robustness, since each model has been sustained with the endorsement of the community in which it operates. The five models are: full-time co-principals (two examples); part-time co-principals; full-time and part-time co-principals; no positional principal. [Author abstract, ed]
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