By John Fleming, Elizabeth Kleinhenz
Explores how faculties turn into 'moving' colleges, with academics who've excessive degrees responsibility, taking own and collective accountability for making improvements to scholars' studying and their very own instructing equipment.
Read or Download Towards a Moving School: Developing a Professional Learning and Performance Culture (Educational Leadership Dialogues) PDF
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Additional info for Towards a Moving School: Developing a Professional Learning and Performance Culture (Educational Leadership Dialogues)
Example text
Individual learning plans for all children would be devised with a special emphasis on the more capable students, to ensure that the curriculum was extending them and meeting their specific needs. The leadership team (myself, the Assistant Principal and the Leading Teacher) would play a key role in monitoring these processes. indd 46 31/8/07 1:18:13 PM School improvement 47 were discussed at length at staff and leadership meetings. The leadership team developed sample individual learning plans and teachers were then supported in developing their own plans for specific students.
This entails organising, usually with others, an approach to be followed, identifying needed resources, and assembling what is required. Fullan (2001 p. 5) offers six guidelines for understanding and managing change: • • • • • • the goal is not to innovate the most it is not enough to have the best ideas appreciate early difficulties of trying something new—the ‘implementation dip’ refine resistance as a potential positive force reculturing is the name of the game never a use a check-list approach, recognise that change is always complex.
Professional teaching standards With the establishment of institutes and colleges of teaching in all Australian states and territories (except the ACT, although it is moving strongly in this direction), the ‘standards movement’ has gained momentum in recent years, as each of these bodies has developed sets of professional teaching standards that are used to register teachers. Some of these state bodies have also developed, or are planning to develop, standards for accrediting teacher education courses.