AEL VOL 42 ISSUE 3
We didn’t plan it this way – leading successful learning in a changed world

We are delighted to present ‘We didn’t plan it this way – leading successful learning in a changed world'. The latest full edition of The Australian Educational Leader Journal [AEL].

Our lead articles have been written by Professor David Hopkins, Professor Karen Thorpe, Dr Sally Staton, Dr Sandy Houen and Dr Tony Beatton. Other sections include a spotlight interview with Pak Tee Ng, book review, student voice and success stories. We invite to enjoy the FREE articles from the premier journal for educational leadership in Australia.

Dr Barbara Watterston Announced as Host of the ACEL 2020 Global Conference

Barbara has extensive experience in education and has held a number of executive leadership positions across Australia within the education and not-for-profit community sectors. An engaging facilitator, Barbara’s national and international research, consultancy, high performance coaching, and speaking engagements, centre on leadership development that emphasises the impact of high-quality leadership on creating the enabling environments for students to learn.

Dr Barbara Watterston will Host our upcoming FREE Global Conference this September. Register today for this unique virtual experience.

Wellbeing in Education
Robert Biswas-Diener
2nd, 9th & 16th Sep 2020
ONLINE WEBINAR

ACEL 2020 Global Conference
30th September - 2nd October 2020
FREE ONLINE CONFERENCE

ACEL 2021 National Disability & Inclusion Conference
15th - 16th March 2021
Brisbane QLD

PASI SAHLBERG - LET THE CHILDREN PLAY
Available on Demand

Around the world children spend less time playing and physical outdoor activities than before. Yet, research and advice from paediatricians suggest that play is a critical part of children’s growing up and healthy emotional and social development. Simple as it sounds, letting children play more seems to be hard to put in practice in schools and at home. This three-episode webinar series provides principals, teachers and parents with closer look at what is the state of play today in our societies, why play makes a difference in children’s wellbeing and learning, and how can we make most of playtime in school and at home.

Elevate Program

Curiosity and Powerful Learning Program

Unleashing Greatness – A Strategy for School Improvement

By Professor David Hopkins, Chair of Educational Leadership, University of Bolton

In the mid-1970s, at the very start of the effective schools movement in the United States, the renowned black educator Ron Edmonds, posed the following challenge by way of three declarative statements:

1. We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us.
2. We already know more than we need to do that.
3. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.

Although these declarations are now more than 40 years old, in several respects Edmonds’ assertions ring true in underlining the aspiration that student achievement can be realised at scale if it is underpinned by a strong sense of moral purpose and will.

READ THE FULL ARTICLE

We didn't plan for this – but we led and learned: ARTIE Academy and COVID-19

By Dr. Azhar Hussain Potia, Steven Page, Rebeckah Mooney, Phil Dennis, Ryan Menner and Professor Karen Thorpe

Aboriginal and Torres Strait Islander students, when compared with non-Indigenous students, are more likely to encounter difficulties through their educational journey. Repeated reports and studies, including the most recent Closing the Gap report (Australian Government, 2020), identify significant educational disadvantage for Indigenous students in terms of school attendance, school engagement, academic achievement and year 12 completion (see also Bath and Biddle, 2011; Gray and Beresford, 2008; Biddle and Cameron, 2012; Ladwig and Luke, 2014). While achievement of goals for engagement in early education are reported, evidence provided in the Closing the Gap report (Australian Government, 2020) identifies persisting difficulties in schools.