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ACEL Conference Darwin 2009 Tipping Points Courageous Actions, Powerful Stories.

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Presentation on theme: "ACEL Conference Darwin 2009 Tipping Points Courageous Actions, Powerful Stories."— Presentation transcript:

1 ACEL Conference Darwin 2009 Tipping Points Courageous Actions, Powerful Stories

2 ACEL- Tipping Points  What is ACEL?  The Australian Council for Educational Leaders (ACEL) is the major professional association for educational leaders which provides leadership programs and professional development to educational professionals and seeks that their views are sought and respected by government and policy makers.1  Why Tipping Points?  The main theme was about the actions from professionals in these educational times, where not only an excellent intellectual educational is needed but substantial forms of delivery and flexible actions from teachers towards students are in need. Also as educators is our choice which way we may take to ensure the best results for our students. 1- Reference from

3 Keynote 1: Prof. Alma Harris “Distributed School Leadership; Evidence, Issues and Future Directions”, Saturday 26/09/2009  “The promise of sustainable success in education lies in creating cultures of distributed leadership throughout the school community” (Blankstein,2004;211)*  The main goal of distributed leadership is promote a diverse leadership model: Experience Leaders↔ communicate↔ Novice Leaders.  So D.L. is not a new concept but evolves from different models of leadership.  It is essentially about the practice or enactment of leadership and reinforces the importance of interactions rather than actions *. Think as a group of professionals not as individuals. * Extracts from ACEL Monograph 44, 2009; Professor Alma Harris

4 Keynote 1: Cont.  The maximisation of the resource/s to all staff is imperative so everyone can access it and utilise with all the capabilities.  Outcomes form D.L. can be positive and negative*, because is putting away old models of leadership (charismatic, personal, hero, etc.), and it emphasizes interaction and interdependence rather than reaction and dependency; and also emphasises expertise rather than role and requires a lot of power sharing.* * Extracts from ACEL Monograph 44, 2009; Professor Alma Harris

5 Keynote 1: Cont.  The new models implicate: Forces of accountability which gives us different views on performance. Failure of students is not only a teachers ‘fault’, is also a community, family and school problem; where all parts need to be supported. School is an important part of students life and as teachers we need to maximise all teaching & learning. School as an organization need to apply the 4D of school improvement.  Diagnosis→ accurate, where we are ‘good or bad’  Development→ what to put in place/ the needs  Data→ accurate interpretation, inform everyone  Drive→ school improvement is an ongoing process.  The D.L. model is a complex process which ensures that all the organization (staff) are communicating and collaborating constantly.  Overall this concept is viable but it implicates all of us working together which in an organization could confront with the structure and culture of the organization. * Extracts from ACEL Monograph 44, 2009; Professor Alma Harris

6 Workshop1:“Tipping the wrong way”; Chris Bonnor, Saturday 26/09/2009  This professor used a lot of data gather in NSW to show that, by survey, students which receive 1 to 1 more teaching mentor time and ‘real world’ learning applications are advancing at a faster pace and with high achievement.  Policies and current structures in organizations unable good leadership to work proactive.  Competitive framework it doesn’t give students all opportunities to succeed and competition should be by choice.  I found that the whole idea is to naïve when need to be applied to big school environments, because we are teaching and training students to succeed not only in the school but in real life as-well. Competition make students be prepared for life.

7 Workshop2: “Behaviour 4 Learning”, Nick Burnett 26/09/2009  Effective behaviour is achievable given the right leadership approach and strategies.  We teach all aspects of life skills but with behaviour we punish the wrong instead of teach the good, because we ‘expect’ that students ‘behave’ how we want.  There are several points where behaviour need to be address: Understanding context→ changing with the time, incorporate data for further ‘teaching’ Environment→ us towards the school ‘feelings’ Sustainability→ long term plans, awareness- visible goals for our students.  Overall the session makes the point that we assume students ‘know’ how to behave, but we need to start teaching good behaviour rather than punish all the time. Teach↔ consequence.

8 Workshop3: “Leading to inspire”, Patrick Duigman 26/09/2009  With positive influence towards students we have stronger contributions and increase the quality of learning.  We need to plant ‘the golden seed’ in students, leave a legacy in them.  For a moral purpose we need to increase our relationship with the students, to maximise their learning and their care.  Achievement is the most important factor and it only can be done with communication.  Data is needed to be available to all in the school organization because ‘we’ all need to translate this data to our classroom leadership and our teaching.  Overall this workshop highlight the importance of communication between all (students and teachers), which increase the quality of learning of all of us, it reminds us to be positive and flexible at all times when teaching because these aspects improve learning.

9 Workshop4: “Building talented Cultures”; Simon Breakspear, Sunday 27/09/2009  New models of education involve teaching in the holistic way. Leaving a legacy ‘golden seed’ in the students.  4 theories to build cultures: Emerging talent can drive massive change, as new tech. appearthey connect everything and everyone. Leave behind the mismatch between the work expectations and our expectations, make only one. Workplace culture; innovate in the school so the environment continue to grow and ‘to build on’ Shape talent leading as an artist, only work with your authentic strengths and by doing this you will lead by example  This session was really informative and gives encouragement to teach at your best every day.

10 Workshop5: “From good to great, the road less travelled”; Karen Spiller 27/09/2009  The most important factor in a school is its culture and history; but to value the culture we need to understand that is a changing culture.  We need to start thinking of school as business, to achieve higher than others schools we need to be the best in what we do.  Student achievement is really important in secondary education and more in its Senior stage. The presenter refer to her school as an example of being good to ‘be the premier’s girls school in QLD’ and commented on the stages which took place into this process.  Vision as a CEO, cut the red ink is the leader responsibility, focus in the priorities to business success.

11 Workshop5: Cont.  There is 7 steps of change: Create a sense of urgency; students coming because of the achievement opportunities within the school. Guiding team; the ones who have the clear vision, how they will position the ‘brand’ and how they will ‘advertise’. Change vision and strategy; continue to improve with a clear focus. Make it happen; is the responsibility of all staff of the school to make the goal happens is not everyone employability could suffer. Empower others to act; promote teams and used D.L. in most aspects. Produce short term wins; so staff can clearly improve themselves and be happy to accomplish ‘goals’ Create a new culture; the one that encompass the past but emerge with new trends.  Overall is a confronting idea of teaching being a product, but if we think about it, IT IS.

12 Workshop6: “Meeting the needs of the 21 st century learner, from blogs to wikis to podcasts”; Richard Bruford 27/09/2009  This generation of students are digital natives and is the first confrontation with their teachers because we are ‘catching up’.  Web 2.0 applications can make the classroom more flexible and in a continual (24hs.) learning path.  The learner of the future is divide into 4 spectrums, and all of them are into a interconnection. Collaborator→ social media, loved networking. Free agents→ flexibility, able to transfer skills, they have a short attention spam. Analysers→ research and analyses are their work, translating data and working independently is needed. The creative synthetiser→ how all things relate to each other is the main driver.  The blogs, wikis and podcasts ensure that the classroom is a constant teaching and students can access it at any time. This gives flexibility.  Overall make a point why we should adopt new tech. into the classroom; it takes time to master one technology and to be able to apply 3 of them will demand a lot of time. The session could be more informative how make students more engage with these technologies rather than explain them.

13 Keynote5: “The fourth way of educational reform”; Andy Hargreaves, Monday 28/09/2009  There is a new fourth way into teaching which encompass aspects of the past ways and if educational leaders don’t analyse the past ways before getting their heads involved in this new way, mistakes will be made and education will suffer.  The first way “Venus”, 60s to mid 70s; its characteristics were about passive and trustful students; a inconsistency in the passion of education; conservatism, individualism and presentism were a constant. Leadership was about hierarchy rather than expertise.

14 Keynote5: cont.  Mid 70s to late 80s the second way “Mars”, a period between rules. The active and mistrust were constant in all areas of education and global situation. Standardisation came to education which draw accountability towards teachers.  The 90s until the first years of the 2000s mark the raise of the third way “Mercury”, where public and confidence issues were in a constant dilemma. Education become more policy and concepts like life long learning and data driven education become more real and applicable to students and teachers.  The future, the fourth way “Earth” is to have an active trust towards education, performance at be more active will be more inclusive and involved all classes of students. The test by cycle and sample are needed for education survival. Data collection is urgent to improve teaching, and all educators should know how to interpret data.  This discussion was interesting because it indicates how we going back to old models of education.

15 Workshop7: “Living tradition, a tipping point for the future”; Susan O’Donnell 28/09/2009  Culture and tradition are related all the time; but tradition reside into culture; both can be made from simple actions (people is the one who makes it).  The transfer of culture is done by relationships between people. Students adopt ‘living traditions’. A balance between both is needed.  Tradition is transfer between generations and each leave a legacy into it, these is what we need as educators understand an leave as-well, legacy into school traditions. The “creation of tradition is for giving us a present meaning”.  This session was really good because reinforces the idea of tradition and culture in a changing pattern which we could have a role to play, also gives us the change to leave a legacy into any school culture and tradition of achievement.

16 Not relevant sessions or key notes.  Keynotes 2,3,4 and 6 were to political and didn’t give any new sense of educational leadership.  Workshop 6: virtual schooling from the DET NT session was really poor, because the only information I could get was that DET in putting a lot of external resources into distance education; but these tools will not be available to big populations areas until 2014. It seems a wasted of time when the majority of population resides in the Darwin area.

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