2. Leading Learning and Teaching

Subject 2, EDUC90753_2021_MAY

This subject started in May 2021. It will critically examine the research evidence linking quality teaching with student outcomes within the context of contemporary educational theory, policy and practice. Of central interest will be the role of leadership, and in particular approaches to instructional leadership, in promoting, developing and providing quality teaching and facilitating student learning. Key aspects include successful change management, effective teacher professional learning and the importance of evidence and data. Candidates will conduct a self-assessment of their capabilities against the research literature on effective instructional leadership and the Australian Professional Standard for Principals (AITSL). This subject aligns with the Australian Professional Standard for Principals.

Subject Objectives

On completion of this subject, you will:

• Understand contemporary theories and research evidence on quality teaching for student learning and development.
• Understand the current international context of educational theory, policy and practice as it relates to leadership for teaching and learning.
• Understand the essential features of instructional leadership and how effective instructional leaders create the conditions where teachers can teach successfully and students can learn.
• Understand approaches to successful change management in education.
• Understand the features of effective collaborative professional learning in education.
• Reflect and self-assess current instructional capabilities against the literature and professional standards.

Lecturers: Stephen Dinham, Pauline Thompson (Subject Co-ordinator), Helen Stokes, Adam Taylor

Assignments:
Essay on research evidence linking leadership with teaching and student learning (Monday 28 June, 2,500 words)
Self-capability assessment linking research literature with key leadership frameworks (Monday 2 August, 2,500 words)

• Intensive 1:  May 21 & 22
• Intensive 2: June 18 & 19

Day 1–Workshop 1 (May 21)

Complete this survey: https://www.aitsl.edu.au/teach/improve-practice/teacher-self-assessment-tool

Pre–reading

1. Guerriero, S. (ed.) (2017), Pedagogical Knowledge and the Changing Nature of the Teaching Profession, OECD Publishing, Paris http://dx.doi.org/10.1787/9789264270695–enREAD PART 1 ONLY My Summary here
2. NBPTS (National Board for Professional Teaching Standards). (2016).What teachers should know and be able to do. Arlington, VA: Author. Retrieved fromhttp://bit.ly/2Iypjak
3. Podolsky, A., Kini, T., & Darling–Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community. DOI: 10.1108/JPCC–12–2018–0032
4. Dinham, S. (2013). ‘The Quality Teaching Movement in Australia Encounters Difficult Terrain: A Personal Perspective’, Australian Journal of Education, 57(2), pp. 91–106.DOI: 10.1177/0004944113485840 My Summary here

Day 2-Workshop 2 & 3 (May 21)

1. Robinson, V., & Gray, E. (2019). What difference does school leadership make to student outcomes? Journal of the Royal Society of New Zealand, 49(2), 171-187. doi:10.1080/03036758.2019.15820752.
2. Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22.DOI:10.1080/13632434.2019.1596077
3. Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021).How principals affect students and schools: A systematic synthesis of two decades of research.New York: Wallace Foundation. Retrieved fromhttps://bit.ly/3qEeLdbRead pp54 -80 ONLY
4. Daniëls, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational Research Review,27,110-125. doi: 10.1016/j.edurev.2019.02.003. My Summary here