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Articles 1 - 5 of 5
Full-Text Articles in Education
Karmel Oration: Leading Schools And School Systems In Times Of Change: A Paradox And A Quest, Toby Greany
Karmel Oration: Leading Schools And School Systems In Times Of Change: A Paradox And A Quest, Toby Greany
2009 - 2019 ACER Research Conferences
The ‘paradox’ in this title refers to a set of contradictions that sit at the heart of education policy in many school systems. Policymakers in these systems want things that, if not inherently at odds, are nevertheless in tension— such as a tightly defined set of national standards and a broad and balanced curriculum; academic stretch for the most able and a closing of the gap between high and low performers; choice and diversity and equity; and so on. The ‘quest’ is for leaders and leadership to resolve these tensions in practice. School autonomy policies have placed huge power in …
Leadership That Transforms Schools And School Systems, Brian Caldwell
Leadership That Transforms Schools And School Systems, Brian Caldwell
2009 - 2019 ACER Research Conferences
This paper will report on the findings of four international research projects on leadership in high-performing school systems around the world. The paper will focus on building the capacity of school leaders to exercise professional autonomy and how different levels of government achieve strategic alignment among policies in their efforts to lift performance. The paper will summarise findings reported in The Autonomy Premium published in 2016 by ACER Press, along with the findings of a national survey of principals in Australia. The major part of this presentation is devoted to comparing Australia on 15 benchmarks derived from international studies in …
Leading Empowered Evaluations To Develop Trust And Improve Learning: Insights From Qualitative Research, Peter Mcclenaghan, Kerrie Ikin
Leading Empowered Evaluations To Develop Trust And Improve Learning: Insights From Qualitative Research, Peter Mcclenaghan, Kerrie Ikin
2009 - 2019 ACER Research Conferences
What does ‘empowering teachers-as-evaluators’ mean in whole-school strategic planning and evaluation? Our work seeks to develop and empower teachers as whole-of-school evaluators to embrace ownership of the school’s plan and directions, build communities of practice, create transparency, openness and trust, and ultimately improve student learning outcomes. Our previous research in whole-school qualitative empowerment evaluation showed that principals who were fully engaged in their schools’ evaluations were more likely to be influenced by the evaluation process, use the evaluation results and build evaluation capacity than those who merely participated as a guest. They engaged in double-loop learning. We further found that …
Schools As Learning Organisations, Geoff N. Masters
Schools As Learning Organisations, Geoff N. Masters
Excellence in Professional Practice Conference
From 1 January 2017 every school in Australia will be required to have a school improvement plan. But what is a school improvement plan? Is it different from the strategic plans that most schools already have? This presentation will define school improvement as the process of changing school practices in ways that lead to better student outcomes. A school improvement plan is developed by the school community to make improvements to current school practices and thus student outcomes. It embodies a collaborative commitment to the rigorous, systematic investigation of specific improvement strategies. Key steps in the development and implementation of …
Translating Rich Learning Assessments Into Certified Results And University Selection Devices, Gabrielle Matters
Translating Rich Learning Assessments Into Certified Results And University Selection Devices, Gabrielle Matters
2009 - 2019 ACER Research Conferences
There are challenges in designing a set of high-quality processes in senior assessment and tertiary entrance that meet the needs of future senior secondary school students and future users of the certified results of learning assessments. Assessment and selection arrangements should look to the future rather than backwards to arrangements that might have existed in the past or that presently operate, unexamined, in other places. Teachers need to be convinced that the richness of students’ learning assessments will not be lost or transmogrified in any new processes for grading or ranking. A set of principles should guide the design of …