School leaders

UK educator Craig Heeley landed his first ever Head Teacher role at the beginning of this year and he’s been sharing his experiences with the world via Twitter. In today’s podcast, he discusses strategies he’s using to get to know the staff, parents and students in his school community, and the role of mentoring.

Tom Bentley, Executive Director for Policy and Impact at RMIT University, reviews A Commitment to Growth: Essays in Education, by Professor Geoff Masters AO.

Highly effective school leaders continually look for opportunities to improve their own practice, and the quality of teaching and learning in their school. Certified Practising Principal is an independent professional certification that recognises accomplished principals.

After surveying staff to assess where their strengths and areas for improvement lie, Principal Daryll Kinnane of Maningrida College in the Northern Territory began working on the next steps for growing the college as a Professional Learning Community (PLC).

Principal Pauline Kubat from Epping Views Primary School shares her approach to collaborative leadership, how she overcomes daily challenges as a school leader, and insights into her experience in the Principal for a Day program.

Principal Kerrie Russell explains why Professional Learning Communities with a particular focus on feedback were implemented at Alice Springs School of the Air, and how they could be set up with a small team of teaching staff.

At Bradshaw Primary School in the Northern Territory, the use of Professional Learning Communities has included implementing Collaborative Learning Teams (CLTs) in order to improve the reading results of students.

To increase the leadership capacity of principals in South Africa, Dr Louise van Rhyn founded a program named Partners for Possibility, which pairs business leaders with principals for a 12-month structured leadership development program.

In today’s photo story, Teacher visits Noble Park Primary School to take a tour of their expansive outdoor play and learning spaces with the help of Assistant Principal Susan Vissenjoux.

Western Sydney University researcher Dr Jacqueline Ullman discusses her study of teachers and school leadership staff who self-identify as lesbian, gay, bisexual, transgender, intersex, queer, asexual, or other diverse sexuality and gender identities, and their experiences of homophobic and transphobic discrimination in their schools.