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Pre-Function Area Level 3

Official AddressDay 1 Opening School Live Performance

Plenary: Grand Ballroom Level 3

Official AddressOfficial Welcome to Country

Plenary: Grand Ballroom Level 3

Official AddressOfficial Conference Opening & Welcome

Plenary: Grand Ballroom Level 3

keynoteProfessor Michael Fullan
Keynote Session

Plenary: Grand Ballroom Level 3

Nuance: exploit upward, liberate downward, verticalize and laterize everywhere

The keynote will make the point that the context is increasingly problematic. The first response consists of how to address Coherence. A framework for ‘coherence’ will be presented that enable leaders to act in the direction of continuous coherence-making.

The second point will make the case that literacy-numeracy and high school graduation is too narrow an agenda, and that the overemphasis on this cluster of goals squeezes out dealing with the human element of development that I will call ‘connectedness’.

Third I will show how ‘deep learning’ provides the right focus and support to liberate and focus learning in a way that fosters both academic learning, and connected to life—a theme we call ‘engage the world Change the world’. Mobilizing teachers and students is key.

Finally, I will focus on the kind of leaders—called Nuancers—that will be required to lead the complex form of reaction and development that will be necessary to make progress under the conditions of complexity presented in the paper. In particular I will show that nuance leaders experts in understanding and managing ‘context’. Nuance is seeing both the forest and the trees. It is action informed by deep cultural literacy. It is the recognition that every new context automatically ‘de-skills you’. It is leadership that displays both expertise and apprenticeship. It is leadership that solves complex problems jointly with the group.

The bottom line for me is: exploit upward; liberate downward; and verticalize and lateralize everywhere.


Coffee StationFoodShopBookshopMorning Tea & Exhibition Opening

Pre-Function Area Level 3

Trade Exhibition Stands Open

Interactional Stage - Session 1

Micheal Fullan Interview & Q&A
Michael Fullan Book Signing Session
Interactive Educational Product Presentation
Student Performance - Vocal

panelInteractive Keynote Session: Vision & Voice

Plenary: Grand Ballroom Level 3

The interactive keynote session will further unpack the theme of the conference. The following four experts who will be discussing their experience, research and practice in this area.

Greg Whitby
Jenny Atta
Michele Simons
Tony Cook


Concurrent SessionVision & Voice Concurrent Sessions: Day 1

Plenary: Grand Ballroom Level 3 + Breakout Rooms Level 4

Coffee StationFoodShopBookshopLunch & Exhibition Showcase

Pre-Function Area Level 3

Bookshop Pre-Order & Reserve Station Open

Interactional Stage - Session 2

HarperCollins Books Showcase & Author Discussion
Educational Leadership Authors Panel
Student Performance - Dance
ACEL Student Education Media & Reporting Award Recognition Presentation

keynoteProfessor Douglas Fisher
Keynote Session

Plenary: Grand Ballroom Level 3

Assessment-Capable Learners

We all know that collective efficacy is the new number one influence on students’ learning. And there is good reason for that. In part, efficacious teachers ensure that their students are assessment-capable, which means that students understand their current level of performance and compare that with the desired level of learning. Assessment-capable learners and their teachers select direct, dialogic, and independent learning approaches they know will help attain their shared learning goals. They also seek feedback from others, provide others with feedback, and monitor their learning from acquisition through consolidation to mastery.


Coffee StationShopBookshopAfternoon Tea

Pre-Function Area Level 3

Interactional Stage - Session 3

ACEL 2020 Programs & Events Presentation
ACEL Advisory Board Live Roundtable - Hosted By Prof Martin Westwell with ACEL Advisory Board Members & ACEL CEO
Interactive Product Demonstration

ShowcaseAustralian Showcase

Plenary: Grand Ballroom Level 3 + Breakout Rooms Level 4

Janet Clinton
John Halsey
Tania Aspland
Jeffrey S. Brooks

Janet Clinton
Influencing student voice through teacher talk: highlights from the Visible Classroom

Learners who have agency and voice will be able to communicate with others, work collaboratively and adapt to different contexts in a changing society, importantly they will demonstrate flexibility in learning. This paper focuses on the influence of teacher talk on learner agency. Using the extensive Visible Classroom data base of over 1500 lesson transcripts it will be suggested that ‘what we say and how we say it’ impacts student learning.

The Visible Classroom seeks to collect real-time, objective evidence of classroom practice that can be fed back to teachers for reflection and development. Developed by the Melbourne Graduate School of Education and Access Innovation Media (Ai-Media) the Visible Classroom uses mobile phone technology to record teacher practice and capture objective data on teacher talk. Feedback reports are used to provide opportunities for teacher reflection and practice development.

This presentation will provide an overview of the Visible Classroom, it’s key implementation components, applicability to the promotion of learner agency, and evidence of its success in shifting specific teacher practices. A high level summary of findings of factors that influence learner agency will be presented. It is suggested that variability of language across teachers and classrooms may have a differential effect on learners. It is also hypothesized that language-aware teachers will have a greater influence learning.

John Halsey
Re-framing, re-focussing and revitalising education in rural, regional and remote Australia

The key challenge for regional, rural and remote education is ensuring, regardless of location or circumstances, that every young person has access to high quality schooling and opportunities.

There is a diversity of factors, relationships and resources required for a student to learn, successfully complete school and commence a pathway beyond school which is personally rewarding and also makes a contribution to the wider society. In practice, the contexts, factors, relationships and resources that impact on learning and opportunities don’t exist as discrete entities. Their interactions influence the learning, growth and nurturing of students from their early years through to school graduation and beyond.

Much is already being done by individual states and territories and in partnership with the Australian Government to ensure RRR students and families do have access to high quality education and do make a successful transition to further study, training and employment.

However, much remains to be done to bridge the gap between the achievements and opportunities of RRR students and those most commonly associated with their urban counterparts.

Tania Aspland
The centrality of practice wisdom in teacher formation: Leading reform in work integrated learning in universities and educational learning organisations

In the contemporary critique of university graduates in Australia, it has become evident that employers in all disciplines are expecting “work ready” students. As such, the positioning of work integrated learning (WIL) as central to university professional preparation programs is becoming a priority and the scope for WIL experience in university programs is expanding (Garnett, 2012; Billet, 2011). WIL has become an integral part of the many university strategic plans and is increasingly highlighted in national agendas concerning the professions from political, educational and vocational perspectives. It is clear from the literature that WIL policies in particular respond to specific institutional and local needs, specific priorities and operational plans around learning and teaching, community engagement and research and that there is increased institutional involvement in work integrated learning from both a research and practice perspective.

In initial teacher education, WIL is no longer just about placements. It is timely that the historical policies and practices that focus on technical rationalism (practicum placements, practicum payments and assessments, theory practice divide) are challenged and put to bed. New models of WIL need to be conceptualised to value the complex interplay and integration of moral reasoning and cognitive knowledge, the agential nature of teachers’ professional knowledge, the interactive process of knowledge generation and practice wisdom (Cheung 2016) in the teaching profession and the fluid status of professional knowledge and deliberate practices as enacted by expert teachers (Ericsson 2006, Cheung, 2015). This paper will purport that such a new model is vital if university based initial teacher education is to be respected by and with teaching partners and experts in the field.

Research findings will be presented to support a newly conceptualised approach to WIL, based on the integration of practice wisdom, deliberate practice, moral reasoning and knowledge generation, that addresses the long-term problem of the theory practice binary inherent in traditional models of “practicum”. Strategies for moving forward through shared leadership across universities, schools, early learning centres and unions will be offered to the participants for discussion.

Jeffrey S. Brooks
Five Questions Every Principal Must Ask—and Why the Answers Define Leadership in Your School

The practice of school leadership is exceedingly complicated, but it is also important for leaders to keep their focus on the simple things that matter most. This presentation draws from 19 years of conceptual and empirical educational leadership research conducted in Australia and around the world in an effort to identify the “big questions” that lie at the core of management, administration and leadership in schools.

These five questions focus attention on the importance of:

  • Creating fit-for-purpose organisational structures and dynamics that promote quality teaching, learning and engagement through empowerment
  • Building and maintaining authentic relationships and learning networks
  • Establishing clear, proactive and transparent communication practices
  • Co-constructing education with rather than for students
  • Promoting collegiality in systems that incentivise competition
  • Honouring and advocating for diversity and justice in the global schoolhouse
  • Adopting a bespoke rather than one-size-fits-all approach to leadership, teaching and learning in content areas and contexts

The presentation asks leaders to reflect on the ways that they intentionally and unintentionally answer these questions, and offers advice and resources for exploring the five questions in their own practice and with others in their school community.


Day 1 Close

Pre-Function Area Level 3