Peer‐assisted Leadership: Expanding Principals′ Knowledge through Reflective Practice

Abstract

The hectic and fast-paced nature of principals' jobs often prohibits them from learning directly from their on-the-job experiences. Nevertheless, having the opportunity to observe and interview a peer partner can allow principals to become more knowledgeable and reflective about their practice as school administrators. One such programme that encourages knowledge generation and reflection is peer-assisted leadership (PAL), where principals shadow one another and conduct reflective interviews. The increased self-knowledge and knowledge of the role of school administrators which principals gain as they engage in personal and vicarious experiential learning is described. In addition, the programme encourages the integration of theory and practice as principals compare a conceptual frame-work of instructional leadership with the observed realities of their jobs. Principals' reactions reveal their concern about being isolated from other administrators, their need for information that is immediately relevant, their desire to use alternative observation and feedback strategies with teachers, their frustration as instructional leaders, and their concern with being unfairly criticised by their superiors and others.