1. Women in Educational Leadership Diann Rodgers-Healey BA (Syd); MEd (ACU); PhD (UOW); DipEd (SIAE)

2. Background  PhD in women and leadership  Executive Director of the Australian Centre for Leadership for Women founded in 2000  Researcher in gender and leadership issues in the workplace  Lecturer in UOW’s Sydney Business School  Mentor & Coach of executives in leadership  Facilitator of strategic planning for organisational vision development

3. Challenges in 21st C Globalization IT International Competition Economic Transformation Environmental Sustainability Changing Educational Context in 21st C Paradigm Shift in Policy & Issues Learning Process Curriculum Facilities Student Composition Community Expectations

4. Implications for Future Community Perceptions Leadership & ManagementEducational Reform Professional Development of Teachers

5. Scope of change in Australian Education The Self-managing school: Significant and consistent decentralization Decisions at school level within a framework of local, state, or national policies and guidelines (Caldwell and Spinks, 1992, p. 3 cited in Whitaker, 2003).

6. Leadership & Management Position of Principalship Studies consistently show that exemplary schools have a principal who is an effective leader.

7. What are the issues for women related to leadership at the highest level in a school?

8. (Tyack & Hansot, 1982; Shakeshaft, 1989). Women have been historically underrepresented in top- level school positions in contrast to the number of women teachers.

9. ACER “Staff in Australia’s Schools survey” October 2006 - April 2007 (McKenzie, 2008)  Women make up 80% of the primary teaching workforce nationally, yet hold 57% of leadership positions

10. CEO Diocese of Wollongong – Primary Schools  Diocesan Primary Principals – 19 male and 11 female  Diocesan Secondary Principals - 5 male and 2 female

11. ACER “Staff in Australia’s Schools survey” October 2006 - April 2007 (McKenzie, 2008) Issues identified:  Shortage of senior teachers interested in becoming principals  Looming shortage of teachers as retiring teachers leave the workforce  Younger teachers were more likely to leave teaching permanently before retirement due to dissatisfaction with teaching and better opportunities outside of schools

12. How do we attract women into leadership?

13.  Gender & Conditioning  Leadership as a concept and practice  Women’s level of interest in leadership  Issues about Principalship Consideration of Barriers

14. Strategies to Attract Women  Defining leadership  Defining roles in terms of competencies  Supporting those in the roles  Identifying potential & working with the individual  Providing support & training  Linking teaching and leadership  Working with provisions of flexibility  Talking leadership

15. Contact Details Email: diannrh@uow.edu.au diann@leadershipforwomen.com.au