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This article documents the leadership practices within one secondary school in Queensland, Australia that uses equity as a central philosophy. Drawing on specific elements of productive leadership as defined by Hayes et al., the article draws attention to how the school's common equity agenda, its supportive social relations, and its dispersed leadership practices mobilise a transformative discourse of equity. Through these lenses, the article provides important insights for educational leadership amid renewed policy emphasis on the equity responsibilities of schools. [ABSTRACT FROM AUTHOR]

The article presents a study which examines the challenges for leadership faced by school administrators and faculty in implementation of a new curriculum in a remote region of Queensland. The study involves collection of data from teachers and principals through online surveys and interviews. It identifies substantial differences in the views of teachers and principals about their perceptions of the implementation process. It indicates that the study highlights the significance of leadership during the reform processes in terms of the experiences and perceptions of teachers and principals.

Reforming schools is a challenging aspect of contemporary education. The role of leadership within reform agendas is critical. This article presents a case study of one school that has been highly successful in the implementation of this reform. The processes employed by the school at various levels demonstrate the ways in which effective leadership enabled successful reform to be embraced by the school teams. In this school a model of devolved leadership enabled the reform to be successful at multiple levels of school implementation. This successful model has implications for school reform and funding models. [ABSTRACT FROM AUTHOR]