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PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10

Innovative educational approaches for schooling require changes to the traditional teacher role towards operating as co-facilitators and co-learners, and working in teacher teams, with considerable professional learning supporting this. Professional learning communities (PLCs) have been acknowledged as highly effective, with their characteristics being identified with reasonable consistency. However, specific processes through which PLCs operate are less evident. Furthermore, there is little research about the links between PLCs and student learning outcomes in innovative contexts. This paper uses teacher interviews within three innovative case-study schools, and considers student learning outcomes and the links to teacher learning within PLC contexts from a teacher perspective. Findings provide specific examples of PLC learning processes with regard to co-planning, co-teaching and co-assessment. Using achievement data, student work samples, teacher observations and self-reports, all teachers perceived that PLCs supported changes in their practices relevant to innovative contexts. Teachers indicated increased learning outcomes for students in terms of achievement, social skills, emotional aspects, independence and creativity. Significantly, the overall key impacts arising from effective PLCs operating within innovative contexts seem to be increased well-being of teachers and students. Refereed/Peer-reviewed

As an outcome of reorganisation within the Australian health sector to establish national, rather than state and territory, registration boards, many in the higher education sector are re-examining their role in building student knowledge and skills within competency frameworks. In regard to pharmacy education and experiential placements, Australian Learning and Teaching Council (ALTC) funded research during 2008-2010 has involved stakeholder consultations to identify competency graduated descriptors, with students as a key group. The importance of involving stakeholders in all stages of research processes from inception to results dissemination is highlighted in the literature. Researchers emphasise the 'knowledge use' dissemination model, which involves stakeholders in decision-making, including the use of extended workshops and follow-up action. In making decisions about higher education learning and assessment directions, evaluating differing stakeholder perspectives and valuing student ideas is an under-researched area. This paper reports on the processes involved in the development of the competency graduated descriptors tool including highlighting the role that students have played in various aspects of decision-making, including the competency graduated descriptor tool eventually developed. While some research and consultative work pays 'lip service' to or seeks to marginalise student responses, in this project the contribution of students has been foregrounded at all stages of the research process. This paper provides a model of a collaborative approach and has application across health education research and for other discipline areas in terms of working with practitioners and students in developing practically based materials to support improved learning outcomes. Refereed/Peer-reviewed