islPAL - International Society for Leadership in Pedagogy and Learning

Pedagogies and Learning

Voice, Agency & Empathy

Art Costa - Workshop

Listening with Understanding and Empathy. Sometimes we say that we are listening when actually we are rehearsing in our head what we will say when our partner is finished. This workshop will provide an opportunity to learn about and practice three skills of the skillful listener.

Brendan Spillane - Workshop

Anatomy of Dialogue - a practical exploration

Terry Wrigley - Keynote

Open architectures of learning: making space for agency and identity

I have been using the expression 'open architectures' to refer to a group of pedagogies which, within a clear structure, give plenty of space for learners to take control, problem solve, present, work together etc.

More broadly, this title will also enable me to concentrate on ways in which schools can be structured and teachers can organise curriculum in the interests of social justice and democratic citizenship, both of which create space for individuality and social development. I will contrast this to features of the neoliberal 'effective teaching' discourse and practices, and include the implications of 'funds of knowledge' (Moll), place-based education (Greg Smith and others), as well as open architectures such as storyline and project method. Obviously I will also be drawing on my recent co-editing Changing Schools (with Bob Lingard and Pat Thomson).

Lorraine Wilson - Keynote

Working from the Power Within: Empowering Children To Believe In Their Capacities To Learn, and To Make Sense of Their Words.

Lorraine will share some of the philosophical beliefs which inform her teaching. Of utmost significance, are beliefs related to the unique nature of each child, that learning is making sense of the world, that children make their own meanings drawing upon their previous life experiences, that different expressive media have the potential for meaning making, that knowledgeable teachers are the best positioned to plan curriculum for the students they teach, that externally imposed curriculum and testing are not in the best interests of children.

Nicholas Green

Title: Social Connections and self-interest in motivating senior boys

The work in this presentation originated from two areas - a lack of interest from students in showing their true effort, even when (or perhaps because) it was quite respectable, and a discussion with senior students following a "Study Skills" presentation by a visiting consultant. The students complained that the work presented was not relevant, out of date and did not account for some specific local matters amongst other points. As might be expected, it was suggested that the students may be able to arrange a more worthwhile seminar of their own if they were prepared to front their peers with their own ideas. Since 2005 Year 12 students have continued to add their voice in trying to improve their results and those of their peers. This has required that they take a visible role in front of their friends and now includes students working with each other and recent school leavers returning as tutors. The educational and social benefits are many. 

This paper will outline the processes and results to date, considered within mentoring and social change as broader concepts. 

Affiliation: The King's School is an Anglican boys' day and boarding school with about 1500 students from K-12. It is located in Parramatta, Sydney.

Biography: Nicholas Green has taught boys, girls and co-ed in government and independent schools in Sydney and is currently Head of Gifted Education at The King's School, Parramatta. He was founding president of the NSW Gifted and Talented Secondary Teachers' Association, serving from 2006 to 2010. Academic awards include the Institute of Industrial Arts undergraduate scholarship and the IIA medallion for the highest graduate result. Following a successful AGQTP grant supported study in 2009 he is enrolled in the PhD program at UWS researching attributional and internally focused teacher feedback and effective classroom feedback on the psychosocial drivers of student success. 


Principal as team leader with a vision for improving school effectiveness in the changing environment

The rapid change and continuing advances faced by organisations demand the higher capacity of its leaders. Schools as the part of the organisations require effective leadership from their school leaders to empower school members especially the school staff to deal with the changing environment (Harris, 2004). The need of effective leadership at school level has also attracted international intention (Robinson, Lloyd & Rowe, 2008) particularly in providing education policy agendas. It continues to become an important component underpinning school effectiveness. Principals as school leaders are expected to develop and sustain strategies for building capacity in terms of change (Copeland, 2003; Datnow & Castellano, 2001; Marks & Printy, 2003). The principals require high skills in implementing an effective leadership that is able to empower the whole school staff in order to sustain the school organisation within the changing environment. School organistions thus need principals who are able to employ effective leadership with a "vision" (Kruger, Witziers & Sleegers, 2007; Stoner, Blanchard & Zigarmi, 2007) to empower their team members to success through providing instructional and administrative services for students, parent and community.

This paper highlights (1) current issues that relate to the emerging needs of effective leadership in the changing global context of education; (2) qualities of school principals as leaders who have a vision; and (3) strategies to build an effective team for the school organisation.

Affiliation: Faculty of Profession, School of Education, the University of Adelaide South Australia

Biography: Burhanuddin is an international student from Indonesia, accepted as PhD student at the University of Adelaide in 2010. He completed a Master Degree in Educational Management at the Flinders University in 1994, and he has always been interested in teaching, conducting research, writing articles and text book in educational management area. His work experiences incluse as a lecturer at the Educational Administration Department, School of Education, State University of Malang Indonesia (1984 to present); the Chairman of Educational Administration Department at the School of Education, State University of Malang (1994-2000); and the Deputy Dean for human resource management, finance and general administration at the School of Education, State University of Malang (two periods, 2000-2008). He has also experiences as the chairman of a number of school improvement projects which include: Educational Management Trainings for Primary Schools Principals under the Primary Education Quality Improvement Project (PEQIP) that was conducted by Directorate General of Primary and Secondary Education, Jakarta Indonesia in cooperation with State University of Malang (1995-1997); and National Education Management Trainings for High School Principals under the project of Senior Secondary Education (SSE) that was funded by ADB, and in cooperation between the Directorate General of Primary and Secondary Education, Indonesia and State University of Malang (1995-1998); and as a coordinating team member in the International Partnership Programs on Field Linkages in teacher Education between State University of Malang Indonesia and Ohio State University Clumbus, USA )1997-2002).

Joan Conway and Lindy Abawi

Creating enduring strength through commitment to schoolwide pedagogy

30 minute presentation by Joan Conway and Lindy Abawi

The term schoolwide pedagogy was once rarely heard and yet has now become a part of most discussions around school improvement. But what does it really mean? Some would say that in their school an authorative school wide approach that develops a shared understanding of effective teaching strategies and a language for learning such as Habits of Mind, Bloom's Taxonomies or the Productive Pedagogies are schoolwide pedagogical frameworks. To some extent they are - but what is often lacking within the implementation of such frameworks is a sense of creation and ownership by the teachers who are asked to use these to improve teaching and learning practice. Teacher adoption can therefore end up being sporadic at best with some teachers paying only lip service to such quality frameworks. Sometimes this occurs over time, especially after the initial drive and enthusiasm has come and gone and the original facilitators have moved on. The energy, passion and vision of the remaining few fade away.

True commitment to a schoolwide pedagogical framework (SWP) is more than an adoption of just one particular approach. In schools that have undertaken the IDEAS process personal pedagogical principles and authoritative pedagogical principles are contextualised by the school community as as whole. Within this session stories from a number of schools, told by the teachers and leaders themselves, are used to demonstrate the enduring strength of commitment possible when a school creates its own SWP.