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The improvement of schooling

February 7, 2016
tags: ,
grasses and sand dune

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Selected reference

Stenhouse, L. (1988). Artistry and teaching: The teacher as focus of research and development. The Curriculum Journal, 4(1), 43-51. Retrieved February 7, 2016

embracing success

January 31, 2016

Moving towards understanding learning … means starting with the private world of each student and the semi-private world of peer interactions, as well as the more public teacher-managed effect on students (Hattie, 2012, p. 37).

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Selected reference

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.


Suggested viewing

Hattie’s 8 Mindframes

emotionally connected knowers

January 24, 2016
Scaffold framed

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Selected reference

Beatty, B.R. (2002). Emotional epistemologies and educational leadership: A conceptual framework.  Conclusion retrieved online January 22, 2016.

Suggested reading

Beatty, B.R. (2002). Emotional epistemologies and educational leadership: A conceptual framework. Paper presented at the annual meeting of the American Educational Research Association retrieved January 22, 2016

What networks need

January 23, 2016
Scarborough beach3

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Selected reference

Rincon-Gallardo, S. & Fullan, M. (2016). Essential features of effective networks. Journal of Professional Capital and Community 1(1), 5 – 22. Retrieved January 13, 2016

Resonance in refrains

January 23, 2016
art gallery pattern

As a motif, I am drawn to circles.

There seems to be resonance in refrains where patterns – a melody, or chorus – assist in mapping practice through repetition towards shift. In cycles, renewal is implicit.

Hope and possibility prevail.


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Rather than a machine or linear model of change dynamics, system theorists propose that

growth is found in disequilibrium, not in balance. As leaders in educational transformation, our role is not to control but to enable order to emerge naturally… (Pace Marshall cited in Beatty, 2000, p. 77).

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(Beatty, 2000, p. 76).

This notion of convergence arises from an epicentre of individual agency and cannot be imposed or bestowed. Setting aside an interventionist approach, opportunities for promoting growth with others exist in the everyday contexts we inhabit.

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Summer holiday reading I have been exploring suggests that inquiry frameworks will enable

schools to implement the Australian Teacher Performance and Development Framework in ways that are truly generative and formative for teachers, but such an approach will demand a critical orientation on the part of those responsible for overseeing and designing local appraisal processes; a commitment to teacher
agency, formation and renewal as the key purposes behind the process; and a corresponding desire to separate processes of appraisal of practice from those of performance management (Mockler, 2015, p. 128-9).

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What does this look like in action?

Welcome to the 2016 school year… As with any cycle, potential exists for reinvention! Here is a model for steering the inquiry process:

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(Mockler, 2015, p. 119).

Selected references

Beatty, B.R. (2000). Teachers leading their own professional growth: Self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers. Journal of In-Service Education 26(1), 73-97. Retrieved January 22, 2016

Mockler, N. (2015). From surveillance to formation? A generative approach to teacher ‘performance and development’ in Australian schools. Australian Journal of Teacher Education 40(9), 117-131. Retrieved January 22, 2016

politics of transformation

January 17, 2016
Melbourne skyscape

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Selected reference

Sachs, J. (2003). The activist teaching professionUnited Kingdom: Open University Press.

Suggested reading

Sachs, J. (2005). Professional standards: quality teachers for the future. NIQTSL keynote address retrieved January 17, 2016

Reversing habituation

January 10, 2016

Reversing habituation.png

Selected reference

de Botton, A. (2002). The art of travel.  London: Hamish Hamilton.


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