‘Our vision for PLTs? To build a healthy, collaborative professional learning culture of inquiry that positively impacts student learning through teacher learning,’ Sarah Gunn, Head of Teaching and Learning of Middle School at St Laurence’s College in Brisbane shares in today’s reader submission.
Principal Karen Snibson and leadership coach Angela Mina have been working together as part of the two year Menzies School Leader Fellowship Program. In this podcast we’ll be talking to them about increasing collective efficacy and how developmental leadership coaching differs from an approach that school leaders may be used to.
What is the spiral of inquiry? What happens in each of the six stages? And, how can this approach to professional learning be used to support the complex work of leaders and teachers, and improve student learning?
At Brisbane Grammar School, all teachers develop and implement Teaching Development Plans. The plans are individual and reflect the goals that a teacher may have for the development of their practice within a broad area of focus identified as a school-level strategic priority.
Teacher takes a sneak peek at Andreas Schleicher’s new book World Class: How to build a 21st-century school system. This extract discusses the development of capable education leaders.
Has the new thing you’ve introduced to your school or classroom added value, or did you just throw out something good? This is a question posed by Dr Linda Bendikson from The University of Auckland in today’s video.
When Greg Ashman took on a job at Ballarat Clarendon College, he was immediately impressed by the school’s focus on research. This inspired to him to pursue a PhD in instructional design and led him to his current role as Head of Research at the school. In today’s Q&A, we find out more about the role.
In this case study, educators at Queensland’s Bribie Island State School share details of a distributive leadership model that not only builds teacher leadership capacity but also increases community voice.
In the final instalment of our three-part series on curriculum implementation, Victorian educator Fiona Matthews reflects on the lessons learned throughout the process and offers advice.
In the second of a three-part series, Victorian educator Fiona Matthews shares her experiences in implementing the new Digital Technologies Curriculum in her school. In today’s article, she delves deeper into the implementation phase of the process.