Teacher leadership in VET

Change is a constant and volatile feature of the [vocational and educational training] VET sector; in fact, it is ‘a sector that needs saving through effective leadership’ (Kelly et al. 2005 p.6). In 2005, the role of Lead Vocational Teacher (LVT) in [technical and further education] TAFE Queensland was created. In return for extra pay, LVTs perform extra duties commensurate with their skills and experience. There are currently 983 LVTs (DETA 2008) employed in TAFE Queensland and as yet, the role remains ill-defined. The name Lead Vocational Teacher itself implies leadership in teaching and in fact teachers are expected to take a leading role in the development of product, business partnerships and teaching and assessment practices. Much has been written on the nature of leadership in the school and higher education sectors. However, little is known about teacher leadership in the VET sector. Questions remain as to ‘the place of leadership in less exalted positions - in the ‘engine room’ of educational change’ (Simkins 2005, p.16) and the influence exercised by all staff, not solely senior leaders, on the culture and direction of an organisation (Lumby 2003, p.284). The lack of substantive power exercised by teachers has meant that there is a paucity of research into the role of teacher leadership, particularly in VET. As the first stage of doctoral research, a series of focus groups was held to explore the way in which the LVT role is currently being deployed within various TAFE Queensland institutes. Lead Vocational Teachers were asked to discuss their current duties and functions, teacher leadership in VET and the potential of the Lead Vocational Teacher role. This paper presents the findings of the research and examines the role that LVTs can play in influencing the direction and development of a TAFE organisation.

Published abstract.

The author's thesis on this topic is available in VOCEDplus at TD/TNC 130.596. Show less