islPAL - International Society for Leadership in Pedagogy and Learning

Pedagogies and Learning

Choosing to Change

Art Costa - Keynote

Habits of Mind for the 21st Century

What mental capabilities will be needed to live productively throughout the 21st Century and into the 22nd Century? Are these capacities different from those needed to live and learn productively today? In this session the attributes of successful, creative people from many walks of life will be identified with implications for learning to be successful today.

John Bush - Keynote

Leadership for Students

The mission of High Resolves is to motivate high school students to develop the mindsets and skills to act as purposeful global citizens and lead their communities, and the world, to a brighter future. I will share our experience in helping students to develop as purposeful global citizens and leaders, which points to several conclusions. First, the middle years of schooling are the crucial period for leadership development. Second, it's all about the sequence: we can be as systematic about teaching leadership as about teaching maths. Third, students develop as leaders and citizens in a mutually reinforcing process. Fourth, students from all cohorts and backgrounds can develop into effective leaders. Finally, leadership curriculum is like software: we can balance high quality with continuousimprovement if we think of developing and releasing sequential versions of curriculum.

Brendan Spillane - Keynote

The Difference Between Fun and Joy


A Keynote Reflection on the Folly of Looking for Positional Solutions to Dispositional Problems


The complexity of our working lives needs little further explanation.It is hard to escape the conclusion that we are standing astride organisational tectonic plates that have started to move and are grating each other. Many of us have a sense that an old way is passing and something new is trying to be born in our organisational reality. How do we make sense of ourselves and our working lives in such tumultuous times? What sort of dispositions will the new organisational world order ask of us? What will leadership look like? The call to a practical wisdom that allows us to thrive in times of uncertainty is clearly discernible. Drawing on the pioneering work of Bill Isaacs, on Dan Pink's work on motivation and on a range of other sources, this keynote will try to provide a compass that still points to true north!


The address will focus on the 'new dispositions' that need to underlie effective (and sane!) performance and looks at dialogue, vulnerability, empathy and a couple of others in a practical and hopefully interesting way. The workshop which will follow the presentation will explore a couple of key aspects in more depth.


Francois Victor Tochon - Keynote


Deep Education: Transdisciplinary Pedagogy and Wisdom

Unless we act to reconceptualise and rebuild the social contract on new bases, postindustrial trends might break it down. Intellectuals who work in Education should have a special role in this respect. Environmentally, socially, humanely and symbolically disempowering and destructive policies are being imposed in conjunction with financial interests propelled by the myth of productivity. Civil rights are being replaced by surveillance and control. This appalling situation legitimates new reflections on education in order to envision what could and should be done. The old logic of Right and Left inherited from the French Revolution must be altered into a politics of the human if we are to address the risks that financial monopolies have created. The demonstration here is that Education - and academic work in particular - must be reconceptualised in a transdisciplinary way that helps solve the destructive problems that humanity faces. The proposal is to reflect on the notion of caring and the development of non-foundations with such core values as biocosmopolitanism and deliberate <<decroissance>> (postdevelopmental powerdown), in the search for integrated wisdom and science with a conscience. The nature of deep education, or a pedagogy for wisdom, are examined.

Mrs Heather Kenyon - 60 min workshop

Title: Change our EQ and Change the Learning Environment for our Students

As teachers we care about the emotional environment in our classrooms. Do we notice ourselves overreacting to something as a student, parent or colleague has said or done. We all have stories of how we or others have totally overreacted to some innocuous comment made. There are 4 skills we can learn which will increase our emotional intelligence:

  • articulate how we feel
  • adjust how we feel
  • recognise the feeling of others
  • influence the feelings of others by inspiring, leading and deepening the relationships we have.

As teachers we need to consider the way we teach and learn new techniques to improve the emotional environment in our classrooms.

Affiliation: I am not representing any organisation, just myself. B.Ec/Dip Ed, Grad. Dip in Sec St Ed, AmusA (piano), Primary qualified Suzuki Talent Association of Australia piano teacher. Qualified Coach with Beyond Success. Accredited Professional Coach with ANZI (Australian & New Zealand Institute of Coaching). Writer of a new website to be launched in Semester 2, MyLegalStudiesMentor.

Biography: Heather Kenyon, experienced coach and educator, enables people (students and business owners) to create more success and self-belief in their lives. Heather, known as the 'Story Telling Teacher', is unafraid to open up her life as she weaves the varied experiences of her life into fascinating learning experiences for her audiences.

Heather uses a combination of results-focused 'How to' strategies as well as personal emotional intelligence strategies to help her students realise and achieve their dreams. The percentage of Heather's senior Legal Studies students achieving a VHA is 31% far surpassing the 13% state average.

Dr Catherine Hart and Scott Anderson

Title: Pedagogy centre stage: Change by degrees

In 2014, Brighton Grammar School (BGS) will open a new Middle School. This Middle School offers Year 7 and 8 boys flexible learning spaces and a range of mobile technologies to facilitate their learning. This Middle School also signals a commitment to middle school renewal and an increased focus on positioning learning centre stage. At the heart of effective learning are effective pedagogies. In this paper, we present the initial findings of an on-going research project to define flexible learning within the contexts of BGS, develop structures to support the development of flexible learning and identify and develop those pedagogies which will effectively engage our students (all boys) in 21st Century learning. The challenges and opportunities this presents teachers will subsequently be discussed.

Neil Tucker

Presentation A:

Title: Changing/improving learning environments; What would/could it be like if...?

The paper begins with two very short stories and a set of related Key Questions. What would it look like if we developed a school(ing) environment for children 3-15 years where the pedagogy and learning were to be determined on the basis of the best (historic and current) theory and practice? What could it be like if we focused all teaching and learning on the individual child? What key choices would we make?

A review follows of a selection of current structures and assumptions underlying schooling in Australia as most commonly practiced: classrooms, time-tables, curriculum, testing and accountability, technology, moves to devolution of powers to local schools to improve learning outcomes.

The paper proposes that the individual learner could/should be the central focus of all pedagogy and learning. Individual differences of capacities, modes and cultures, access to technologies, outdated and counter (un)productive practices of schools require it. The potential power and wisdom of the individual child and the infinite opportunities for flexible learning provisions beg the schooling system and process to redesign itself for (the first quarter of) the 21st century.

Presentation B:

Title: Quality teaching/visible learning. Why do we do it this way?

The paper will commence with 5 brief oral snapshots of schools, children and pedagogy. This is what we as Australian educators presently do...

There will be brief discussion and exemplification of 5 'other' models: Montessori, Steiner, IB, International schools, Walker learning, brief reference to other individual schools.

5 key principles for planning and managing schools will be offered: individual child, best theory and practice learning, local community, relative autonomy and flexibility of schooling process design and leadership, clarity of vision, values and purpose. Some key questions for choices to be made will be presented: individual differences, self-directed and self-reflective learning, individual time and collaboration, integration and cross-curricular learning (projects), mixed age, parent and community relationship, purpose and values.

Biography: Neil Tucker [BA BD Dip Ed Gr Dip Psych&Couns MA (Educ) MBA (Exec) FAIM] is an educator, leader and learner. Former Principal of five schools(including interim roles at a Steiner and an international school), founding Chair of a school and Schools Commission, EO of community learning projects, writer on school governance, leadership and management, he is presently pursuing Doctoral studies in best practice individual learning.

Dr Marian Lewis

Title: Toowoomba FlexiSchool: Exploring the dynamics of an alternative education model

This paper explores aspects of a larger study developed in consultation with Toowoomba FlexiSchool and carried out with an emphasis on mutualistic inquiry. Specifically, it seeks to examine the teaching/learning (pedagogical) narrative of success that has been created at Toowoomba FlexiSchool from multiple perspectives, considering how and why the educational model works for teachers, students and parents. The creation and growth of the school, with its strong foundation in the community, is also acknowledged. It is argued that this particular alternative model has been influenced by the strong links into community – links that have evolved and changed over time. At Toowoomba FlexiSchool, students are placed at the forefront of practice. This paper reports on the priorities identified (what really is important) for this educational model, and considers the implications of this model for teachers’ work (relationships and practice). It also considers how students and parents perceive this model of schooling works for them.

The study is significant in two ways. First, in how the Toowoomba FlexiSchool is building on its success into the future and second, in how the practice of other schools may be informed by the success of the FlexiSchool model.

Affiliation: LRI University of Southern Queensland (USQ)

Biography: Dr Marian Lewis is a senior lecturer in the Faculty of Education at USQ, teaching mainly in the areas of philosophy of education, leadership and organisational change. Her research focuses on how contextualised professional knowledge may be created by teachers and used to meet the needs of their students, particularly in situations characterised by disadvantage. Other research interests include leadership, values education and the meaning of success in alternative school settings. She works with the Leadership Research group within the Faculty, is a member of Friends of Flexi and associated with the C4C (Community for Community) Group at USQ.  

Dr Harold R Lumapow and Mrs L K Marthina Marentek

Title: Implementation of Inclusive Education in Indonesia: Secondary school teachers' perception towards their changing roles

This study seeks to investigate secondary school teachers' perceptions in teaching students with special needs in their regular classroom. The study was conducted in one school of the North Sulawesi of Indonesia. Six teachers were chosen to be involved in interviews. Data for the study were gathered and analysed from the interview transcripts.

The findings from the study revealed that most teachers supported the notion of Inclusive Education Policy in Indonesia and would like to implement it. However, they indicated that there needed to be a change in attitudes of teachers, peers, boards of management, and parents/caregivers to provide assistance for children with special needs. Teachers' limited knowledge of teaching children with special needs was also highlighted. In this study teachers admitted they needed more training in the field of educationg children with special education in order to accommodate and teach children with special needs.

Affiliation: University of Manado State, School of Education, North Sulawesi, Indonesia

Biography: Dr Harold Lumapow is a senior Lecturer at University of Manado State, North Sulawesi, Indonesia. Teaching mainly in the area of Management of Education in Indonesia, Educational Leaderships and Research Methodology. He is currently Vice Chancellor at the University. Research interests include educational leaderships and teacher professional development. He participates in researches about pedagogical practices and school based management program in Indonesia.

LK Marthina Marentek, M.Ed was formerly a special education teacher and is now a lecturer at University of Manado State, School of Education, Special Education Department. Marthina's research includes teacher professional development, inclusive education and management of Indonesian education. She also has published a book of Management of Inclusive Education at Indonesia. She is currently pursuing PhD in teacher professional development in inclusive education at Curtin University. 

Roslyn Heywood

A Narrative Inquiry Into the Experience of One early Childhood Educator when the Inclusion of a Child with Down Syndrome was Practised

Long-term studies of individuals with intellectual impairment indicate that with adequate opportunity, most people with intellectual disablilities can acquire even complex skills, and continue learning throughout their lives. (Greenbaum & Auerbach, 1998, as cited in Talay-Ongan, 2004 p217). Many teachers have mixed feelings about, or feel unprepared for inclusion.This project report used narrative inquiry to record the experience of one early childhood teacher who felt this way. Interviews, digital and written documentation, written and diagrammatic observation, transcripts of forma and informal conversations provided material for construction of the narrative, which highlights the teacher's shift from a focus on self preservation to one of responsive collaboration (Sumison, 1999). The results emphasise the integral role of the teacher's personal qualities as a commitment, professional practice and care.Implications for making early learning provision more hospitable and generative for children's learning are considered.

Affiliation: Chinchilla Christian School

Biography: I enjoy developing deep understanding of the child and contributing to the world of early childhood. Teacher as action researcher has been my lived experience with quantative research my preferred research method. I favour an eclectic approach to research, according to the needs of a child or situation as it enables me to 'select theoretical knowledge from more than one approach' (Guargilo & Kilgo, 2000, p13).

IDEAS - Quality Pedagogy Exemplified

A collection of presentations and workshops.

Title: Quality pedagogy exemplified: Stories of capacity building and sustainable school improvement

This conference strand consists of a cohesive set of interactive workshops built around authentic school stories. These stories depict a series of individual journeys of self-discovery, reflection, collaboration, collective commitment and supported risk-taking. Together they tell a broader story of school capacity building and sustainability with each school's journey being guided by adherence to 'ways of doing' facilitated by the Innovative Design for Enhancing Achievement in Schools (IDEAS) process of school improvement. Each presentation will focus on a unique pedagogical perspective: the power of articulating personal pedagogy; the enduring strength in commitment to a schoolwide pedagogical framework; the 'teacher talk' of explicit literacy teaching practice; the metaphors that bring learning to life; and the 'metathinking' that synthesises and weaves together the threads of quality learning and teaching practice.

It will be five presentations by Lindy Abawi, Joan Conway, Deborah Geoghegan, Shirley O'Neill and Shauna Petersen.