/pdf/becoming-critical-education-knowledge-and-action-research-v9w7t6i8zs.pdf

Becoming Critical: education, knowledge and action research

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Chicago School Reform: From the Inside Out.

While there has been considerable research activity in the area of middle management / middle leadership since the late 1990s, the concept remains under-theorised and ambiguities persist in relatio...

Towards a theoretical model of middle leadership in schools

Professional Development: What Works

In 2008, the Council of Australian governments (COAG) agreed to a set of reforms focused on teacher quality. These reforms aim to make teaching a more attractive career, lift the quality of teacher training, retain and reward quality teachers, promote effective professional learning and support workforce mobility. Australia has made several attempts to develop a system for identifying and rewarding accomplished teachers, as a means of furthering such reforms. This paper traces efforts from the 1970s to strengthen the role of the profession in developing a system of professional certification and outlines some issues that will need to be dealt with if such a system is to gain professional support and meet the aims of the COAG reforms.

Recognising accomplished teachers in Australia: Where have we been? Where are we heading?

School ethos and culture, and their influence on teacher career-stage learning, are integral yet often overlooked components of school-based professional development planning. An in-depth study was...

An exploration of the influence of school context, ethos and culture on teacher career-stage professional learning

The Australian curriculum: who are we?

The need to identify and suitably prepare teachers to undertake school leadership roles especially as principals is now well documented in the literature. Similarly documented is the general concern about the lack of suitable applicants willing to consider the role. This study raised the question of what might be learnt when a purposefully-selected cohort of 31 teachers drawn from executive, non-principal roles participated in a year-long, multi-phased leadership development program: The Flagship Program of the Association of Independent Schools of New South Wales, Australia (AIS). The design of the program was informed by internationally acknowledged principles of good practice in leadership preparation. Evaluation of the program combined action learning methodologies working with participants with more formal evaluation of each of the program’s stages to investigate participant growth and program effectiveness. The action learning component undertaken with the direct involvement of all participants and ...

Journeys to School Leadership: How Action Learning Identified What Participants Valued in a Year-Long Australian Leadership Development Program Centered on Principles of Good Practice.

The Transition of accomplished teachers from the classroom to school leadership

The extent of the human and financial resources that teachers have access to for their professional development, and the extent to which they have the capacity to determine when, how and with whom learning takes place, are key factors in determining the quality of professional learning that results. The New South Wales Department of Education and Training (DET), as an Australian state education system, is the largest employer of teachers in the southern hemisphere. In 2004 it introduced a 4-year, $144 million program supporting teacher professional learning, and a new policy framework for the area in response to needs identified by teachers and research. This article identifies some of the issues to be resolved in establishing policy frameworks for professional learning. It tells the stories of how schools in a variety of locations throughout the state are going about interpreting the new policy framework, the changes it is making to their practice and the implications that are seen for the immed...

Norman McCulla

Papers

An exploration of the influence of school context, ethos and culture on teacher career-stage professional learning

The Australian curriculum: who are we?

Journeys to School Leadership: How Action Learning Identified What Participants Valued in a Year-Long Australian Leadership Development Program Centered on Principles of Good Practice.

The Transition of accomplished teachers from the classroom to school leadership

Learning about Teacher Professional Learning: Case Studies of Schools at Work in New South Wales.