Improving career development capabilities through Visible Learning
Social Cognitive Career Theory may suggest that if students could explicitly learn career development capabilities as part of their classroom learning experience, they would generate greater self-efficacy as life-long learners which would lead to positive career outcomes in the future. The mechanism in which this could happen is via a cross-disciplinary clinical teaching intervention with a focus on the use of feedback. Read more
Looking beyond knowledge-based skills for our newest emerging leaders
Starting in 2022, the plan is to fast track a group of emerging leaders into Principalship. Currently, the average time taken for an NSW teacher to transition to a Principal role is close to 20 years, with the new program identifying a 10-year fast track process, new leaders will be at the helm in less than half the time.
Developing Inviting Schools: A Beneficial Framework for Teaching and Leading
William W. Purkey and John Novak have been publishing powerhouses on educational issues since the 80s and show no signs of letting up. I am approaching retirement, and in college, I used a textbook authored by them.
How can we challenge a conversation if we lack courage?
After losing a Year 9 student to suicide, educator Rachel Downie decided that she needed to find a way to support our young people to say something when things ‘aren’t right’. She discovered that in emergent situations, students often felt too frightened to come forward with possible life-saving information, due to their social expectations and Australia’s cultural acceptance of bullying. This led Rachel to developing Stymie – harm reporting without fear. Read more
Making a nationally relevant curriculum for 2021 and beyond
Education Minister Alan Tudge has flagged an impending review of the education sector, arguing that further reform is necessary to reverse declining academic outcomes. As someone who has worked in the education sector for over thirty years, I know that there are a lot of factors at play.
Adverse Childhood Experiences (ACE) and Trauma Informed Schools
The true scale of the impact of trauma on the students in our schools is sadly under-estimated, and, in reality, the school staff members often only ever see the tip of the iceberg.
Conversations on racism need to start in school, but don’t
Adults don’t like talking about race, and they especially don’t like talking about race with children. This code of silence on discussing racism could develop elements of racial bias in childhood that become deeply ingrained and resistant to change in adulthood.