Contents

Introduction

Purpose

This literature review has been commissioned by the Te Ariki Trust so that future applicants

for the David Stewart Memorial Postgraduate Scholarship may benefit from access to a

select literature review in order to understand the essence of the Trust’s four values. These four values underpin all work associated with the Trust. The intention of the scholarship is

that it will provide a postgraduate study opportunity for a school leader to advance and

honour the work of David Stewart. The aim of the review is to provide a repository which

can be consulted when applicants consider how they might build on David Stewart’s legacy as they devise their scholarship proposals.

The Trust in selecting a scholarship recipient, looks for evidence of an intellectual challenge

which will help school leaders make sense of the complex issues they encounter in daily

leadership work in New Zealand primary schools. The recipient is expected to continue the

theme of how school leaders can develop teachers as reflective professional practitioners

working within collaborative school cultures. Scholarship applicantswill need to show in

their proposals how the process of education is indeed an intellectual activity in which

professionals co-construct meaning from their practice in conversation and observation

with colleagues to develop better ways of meeting students’ learning need in the classroom. Applicants will also need to familiarise themselves with the work of David Stewart in order

to honour and continue the work he started with New Zealand school principals. The articles

featured in the review provide applicants with national and international literature to show

the direction taken by recent research studies which, as well as providing insights from their

own work, have signalled where future work is needed.

The four values

Four values guide the work of the Te Ariki Trust. These are ‘professional discretion’, ‘collegial obligations’, ‘reflective inquiry and discourse’ and ‘evidenced based professional practice’. The literature review canvasses all four of these values knowing that each is underpinned by an extensive body of literature. As a select literature review, the focus on

scholarship and research is limited to studies undertaken since the year 2010.

Process

The review examines up to five significant studies for each Te Ariki value. These are

presented as annotated bibliographies followed by a summarising document bringing out

the major messages across the four values. The review highlights what current literature has

to say about each of the Te Ariki values and why such values are important for principal and

teacher development when working as colleagues who are committed to making a

difference to students’ learning.