In the first of a three-part series, Victorian educator Fiona Matthews shares her experiences in implementing the new Digital Technologies Curriculum, including how staff underwent the planning process and some of the initial challenges they identified.
Susan Lovett is an Associate Professor in Educational Leadership at the University of Canterbury, New Zealand. In this Q&A, Lovett joins Teacher to discuss what teacher leadership is, and why she believes it is a mistake to attribute school leadership activities only to those residing in formal roles.
Following her session at Research Conference 2017, Associate Professor Bev Flückiger joins Teacher to share more on her research into age-appropriate pedagogies. In this Q&A, she discusses the importance of play and recognising the agency of children.
Introducing evidence-based programs and interventions is one strategy that can be used by schools to target specific improvements in student outcomes. For this principal, having ongoing support mechanisms for staff is a crucial part of the implementation process.
In today’s leadership Q&A, Teacher talks to Distinguished Professor Viviane Robinson from New Zealand about the challenges and complexities of school leadership, good goal setting and principal professional development.
As a principal, do you roll up your sleeves and get involved alongside your teachers when implementing school improvement programs? Research shows a hands-on approach develops strong collaborative support.
Meeting a target is one thing, but achieving it while also reaching the goal of equity and excellence requires school leaders to be courageous. It's not just down to the principal, middle leaders need to be part of that strategy if it is to be successful.
In this extract from her new book Action and Reflection Tools for Busy School Leaders, Pam Ryan explores the importance of communication and trust.
Teacher takes a sneak peek at Professor Stephen Dinham’s new book Leading Learning and Teaching. This extract explores the impact of leadership on student outcomes.
Why can it be so hard to generate improvement that is sustainable? Robert Marshall discusses.