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Full-Text Articles in Education
School Leadership That Cultivates Collective Efficacy: Emerging Insights 2022, Kerry Elliott, Hilary Hollingsworth, Aiden Thornton, Liz Gillies, Katherine Henderson
School Leadership That Cultivates Collective Efficacy: Emerging Insights 2022, Kerry Elliott, Hilary Hollingsworth, Aiden Thornton, Liz Gillies, Katherine Henderson
Educational leadership
The work of the Menzies School Leadership Incubator suggests we need a new approach to leadership that supports school leaders to better manage transformational change and deepen collaborative capacity necessary to cultivate collective efficacy to improve student learning outcomes. This paper provides a description of the work of the Menzies School Leadership Incubator (“the Incubator’) and insights generated so far. The Incubator has identified five leadership domains which underpin the leadership of Collective Efficacy; Understanding Collective Efficacy Systems; Leadership Change; Leadership Team, and Leadership Collaborative Capacity.
Making Learning Visible: Moving From Nouns To Verbs, Diane Debacker
Making Learning Visible: Moving From Nouns To Verbs, Diane Debacker
2021-2030 ACER Research Conferences
This presentation focuses on the need to make learning visible for all constituents – learners, educators, employers, policymakers and future employees – with a focus on the work of the Center for Certification and Competency-Based Education (C3Be) at the University of Kansas (USA). As K–12 and higher education move to a post-pandemic world, it’s imperative we find different ways to identify learner outcomes and evaluate learning. By moving from nouns to verbs; by moving from course titles to competencies; by moving from transcripts to learner outcomes, learning becomes visible. International educator and founding director of C3Be, Dr Diane DeBacker shows …
Menzies School Leadership Incubator: Insights, Adrian Field
Menzies School Leadership Incubator: Insights, Adrian Field
Educational leadership
The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) …