Championing Inclusion: A Reflection

By Dr Carol Ann Tomlinson, William Clay Parrish , Jr. Professor and Chair of Educational Leadership, Foundations, and Policy, University of Virginia’s Curry School of Education

“School in which we determine that some students are smart and others are not, in which class assignments effectively create a caste system, reinforce divisions beyond the schoolhouse door that diminish us all”

We are shaped by our experiences, and in my lengthy journey in education has led me to be a firm advocate for inclusive teaching and learning. There is no single approach that will serve every student well of course, but on the whole inclusion seems the most promising path for schools and those impacted by schools.

Full article first appeared in AEL Journal Vol 40 Issue 2

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Leading Change in Your School: A Sustainable Process

By Professor Barbara R. Blackburn; Professor Ron Williamson, Educational Leadership, Eastern Michigan University

“Thoughtful planning is critical. It must occur collaboratively and in support of a shared vision. But planning alone is not sufficient. Implementing it’s process will build for change that is sustainable”

Schools are constantly changing – students change, families change, the community changes, expectations change, and the context in which the schools function changes. Our work helping school grow, strengthen and improve helped us develop the BASE model to describe school improvement process, which we describe in our book. We chose BASE because everything you do to improve rigor must be built on a solid base, one that reflects research and best practice, builds support among teachers and families and includes solid measures for success.

Full article first appeared in AEL Journal Vol 40 Issue 1

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Future-proofing our learners

By Lee Watanabe-Crockett, Founder, Wabisabi Learning & the Global Digital Citizen Foundation

“What we do know for certain is that it is only the learners, and not the teacher, who create learning. It is the teacher’s role to guide the learning process by responding to the learner’s performance”

As our learners make their way through their formative school years, our crowning achievement as educators will reveal itself on their final day when we realise we have managed to make ourselves obsolete to them. How odd it must be to an educator, the idea of devoting long years to fostering a learner’s growth and progress, nurturing them to the point of ensuring that the learner no longer needs them come graduation time. Yet, this is precisely what we do as teachers, and we do so proudly and passionately.

Full article first appeared in AEL Journal Vol 41 Issue 2

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Leading Best Practice or Next Practice?

By Dr Fiona Longmuir - Lecturer in Educational Leadership, Monash University

Leading the continuous improvement of a school is a core concern of educational leadership. Guided by a strong, shared vision, selecting initiatives to meet improvement goals is key to successful improvement. But beyond improvement, how is innovation and transformation achieved? Thinking through the ideas of “best practice’’ or “next practice’’ might help.

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Are You Fit for The future?

By Dr Kirk Zwangobani - School Leader, Dickson College

Being “future-ready’’, a current trend in education, means ensuring we develop in students the skills, capabilities and competencies they will need into the future. As Charles Fadel (2017) argues, for today’s world and certainly for tomorrow’s, students will need a deeper and broader education.

As the year begins, it is a good time to ask yourself: what are the attributes of a teacher who is future-focussed, preparing their students for the uncertainty of what is to come?

School stress and how to handle it!

By Dr Robert Biswas-Diener, author and speaker

If you are reading these words, you and I share a deep affection for the field of education. You may be a teacher, a principal, or other staff member, but I would hazard a guess that you entered the field because you believe that developing young people is a noble endeavour. We can commiserate then, that education can be a field that generally pays so poorly and is so stressful. Regarding stress, you will be aware of the many trends that make education something of a professional minefield, characterised by uncertainty about emerging technologies, balancing the needs of ever more diverse classrooms, and an increasing emphasis on teacher accountability and standardised testing.

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Arts programs in schools: Seven models and a decision-making matrix for school leaders

By Professor Katrina McFerran, Professor of Music Therapy and Associate Dean for Students, Faculty of Fine Arts and Music, University of Melbourne; Professor John Hattie, Professor of Education and Director of Melbourne Education Research Institute, University of Melbourne; Professor Gary McPherson, Ormond Professor and Director of the Melbourne Conservatorium of Music, University of Melbourne; Dr Alexander Crooke, Postdoctoral researcher, University of Melbourne; Dr Megan Steele, PHD researcher, University of Melbourne

The provision of arts programs in Australian schools is diverse. Studies of music have shown that the quality of music education in private schools is high and well resourced, but in government-funded schools there is greater variation with schools in some states offering little to no embedded programs (Parliament of Victoria, 2013; Pascoe et al., 2005). Because the arts are not considered core, school leaders have the freedom and responsibility to determine how much, how often, and what kinds of programs should be offered (Collins, 2016). Without mandated guidelines, our research shows that this is often influenced by leaders’ personal experiences of music in their history or family context

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Carol Ann Tomlinson Differentiation Pack

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Barbara Blackburn Collection

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Corwin Impact Leadership Collection

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Future Focused Learning

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