Lyn Sharratt's Clarity Learning Suite accepted as Master Credit

Clarity Learning Suite has the honour of being accepted as a Master credit on the Master of Education (Educational Leadership specialisation) at University of Southern Queensland. This is a testament to the quality of the Clarity Learning Suite course and allows participants to continue further study with credit should they desire. Lyn and her team can’t wait to get started in 2021.

During 2020 we implemented many aspects of Lyn Sharratt’s work into the teaching and learning approaches at my current school and I have been astounded by the positive impact these changes have had on all teachers, regardless of their years of experience. The common language in all classrooms, clearly visible data, depth of understanding of the purpose behind learning activities and explicit information regarding how to succeed, have transformed school life for my staff, but most importantly, for our students and their families.

Cheryl Henderson
Principal

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AEL VOL 42 ISSUE 4
Leadership - Change and adaptation

ACEL are delighted to present ‘Leadership - Change and adaptation'. Our lead articles have been written by Evan Robb, Ronald Williamson and Barbara R. Blackburn . We have a spotlight interview with Emma Woo (Year 11, Melbourne Girls Grammar) specifically about her experiences of being a student through a long period of lockdown in Victoria. You will also enjoy our other articles, book review, student voice segment, success stories and an event recap of the 2020 Global Conference.

We invite to enjoy the FREE articles from the premier journal for educational leadership in Australia.

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ACEL 2021 Disability and Inclusion Conference

The 2021 Disability & Inclusion Conference is proudly presented by The Australian Council for Educational Leaders (ACEL) in partnership with the Department of Education, Queensland. Featuring experts and leading practitioners in the field of disability and inclusion, the Conference will focus on the ways in which educators can ensure that all students access and engage in learning.

Presentations will  explore how system leaders, school leaders and teachers can work together to ensure schools are inclusive environments; how students with disability can contribute to their own learning; and how schools can work effectively with parents, families and the wider community to ensure they are involved in their child’s education.

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Enrolments NOW OPEN for Inclusive Classrooms Online Courses

Build your knowledge and skills for inclusion and gain the competencies essential for ensuring the wellbeing of students and teachers alike. Our specialist courses enable you to transform your classroom into a positive space where your students can learn to flourish no matter what their challenges. These online courses are for teachers, leaders and support staff in schools - moderated by qualified tutors and deliver up to date, evidence-based content in key areas of student support. All the courses are online and take 20 hours across a two-month enrolment.

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Last chance to purchase Online Professional Development Packages SERIES 2

SERIES 2 of the new 2020 Online Professional Development Packages is available for subscription. Featuring access to 6 live webinar series prepared specifically for ACEL, plus digital content and support resources under a single subscription fee. Featuring a line-up of the leading experts such as Lyn Sharratt, Andy Hargreaves, Alma Harris, Mary Jean Gallagher, Barbara Blackburn and Ron Ritchhart. These packages are designed for ease of accessibility from your home, office or school to accompany your PD support.

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Sustainable Approaches to Wellbeing

By Jessica Nelson, HPE teacher, Radford College; certified Emotional Intelligence Practitioner and Assessor with Six Seconds

There are a number of different wellbeing models, frameworks and approaches evolving and expanding across Australian schools. For sustainability and effectiveness, it is important to first consider the clarity of your “why’’ as well as your school’s definition of wellbeing. An appropriate framework or model can then be implemented that is regularly mapped to identify what your school currently has in place, and areas where it could improve. The outcomes of your approach should be clearly defined and measurable.

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It was behaviour before culture

By Ray Boyd, Principal, West Beechboro Primary School & Gayle Higgins, Associate Principal, West Beechboro Primary School

One of the most challenging tasks faced by an educational leader is to change the existing culture of a school. In order to do so, it is essential that a school leader first be cognisant of the school’s existing culture and develops an understanding of ‘the way things are done around here’ (Barth 2002, p.1). Stolp (1994, p.2) articulated this clearly when he stated that:

"Leaders who are interested in changing their school’s culture should first try to understand the existing culture. Cultural change by definition alters a wide variety of relationships. These relationships are at the very core of institutional stability. Reforms should be approached with dialogue, concern for others, and some hesitation."

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