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Full-Text Articles in Education
Collaboratively Designing A National, Mandated Teaching Performance Assessment In A Multi-University Consortium: Leadership, Dispositions And Tensions, Amanda Mcgraw, Ron “Kim” Keamy, Jeana A. Kriewaldt, Robyn Brandenburg, Rebecca Walker, Nadine Crane
Collaboratively Designing A National, Mandated Teaching Performance Assessment In A Multi-University Consortium: Leadership, Dispositions And Tensions, Amanda Mcgraw, Ron “Kim” Keamy, Jeana A. Kriewaldt, Robyn Brandenburg, Rebecca Walker, Nadine Crane
Australian Journal of Teacher Education
It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also …
Building Leadership Capacity In Early Childhood Pre-Service Teachers, Glenda Campbell-Evans, Elizabeth Stamopoulos, Carmel Maloney
Building Leadership Capacity In Early Childhood Pre-Service Teachers, Glenda Campbell-Evans, Elizabeth Stamopoulos, Carmel Maloney
Australian Journal of Teacher Education
Building leadership capacity within the early childhood profession has emerged as a key concern as the sector responds to national reforms. The purpose of this paper is to contribute to the discussion around the changes needed in tertiary training to build early childhood leadership capacity in school settings. Eight experienced early childhood teachers enrolled in a post graduate leadership unit participated in this small scale, exploratory study. Data were drawn from the participants’ research plans, reflective journals and a post unit survey. The findings indicated that the participants found it difficult to perceive themselves as leading families and community. Two …
Learning To Lead: A Social Justice Perspective On Understanding Elementary Teacher Leadership In Papua New Guinea, Joanne Brownlee, Laura Scholes, Ann Farrell, Julie Davis, Donna Cook
Learning To Lead: A Social Justice Perspective On Understanding Elementary Teacher Leadership In Papua New Guinea, Joanne Brownlee, Laura Scholes, Ann Farrell, Julie Davis, Donna Cook
Australian Journal of Teacher Education
Leadership in elementary education is currently recognized as a political imperative in Papua New Guinea (PNG), as the nation develops strategies towards equitable access to schooling. One recent initiative aimed at building educational leadership was an intensive Australian Leadership Award Fellowship (ALAF) program funded by AusAID, involving a group of 10 teacher trainers from PNG. As part their involvement participants completed self-authored journal entries at the beginning and end of the leadership program. Participants were also involved in focus groups after completion of the initiative. Referring to the experiences of these teacher trainers, this paper draws on Nancy Fraser’s (2005, …
Critically Reflective Leadership, Christine L. Cunningham
Critically Reflective Leadership, Christine L. Cunningham
Australian Journal of Teacher Education
Critical Reflective Practice (CRP) has a proven reputation as a method for teacher-researchers in K-12 classrooms, but there have been few published examples of this method being used to document school leaders’ work-based practice. This article outlines adaptations made by the author from an original CRP method to a Critically Reflective Leadership (CRL) method that she developed to document her own lived experiences as a principal and then director of an American International School in South America. The method described in this paper may be useful for school leaders who wish to become practitioner-researchers in their own work places. The …