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Dean's Lecture Series - Prof John Hattie on five big ideas from the latest Visible Learning research

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Three Simple Strategies to Transform Our Schools with Professor Pasi Sahlberg

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Dean's Lecture Series - Prof Guy Claxton on the Science of Learning

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What Schools Need to know about Fostering School Belonging: a Meta-analysis

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What Schools Need to know about Fostering School Belonging: a Meta-analysis

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The benefits of social and emotional learning (SEL) are well-researched, with evidence demonstrating that an education that promotes SEL yields positive

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For the past two years, leaders have been shouldering a big emotional burden: helping teams recover from the grief and loss of the pandemic, buoying the declining mental health of their employees, and being sensitive to people's anxieties. The empathy this requires is important to good leadership, but too much empathy can weigh you down and lead to burnout and poor decisions. This can be avoided by moving beyond empathy to the uplifting experience of compassion. "Sympathy," "empathy," and "compassion" are often used interchangeably, but whereas sympathy and empathy are emotions felt for and with other people, compassion goes beyond mere emotion to include the active intention to help others. The authors offer six strategies for leading with compassion: take a mental and emotional step away; ask "What do you need?"; remember the power of non-action; coach the person rather than doing something for them; practice self-care.

For close to two years, leaders have been thrust into the role of Counselor in Chief, helping teams recover from the grief and loss of the pandemic, buoying the declining mental health of their employees, being sensitive to people's anxieties and often publicly sharing their own vulnerabilities along the way. In short, they have been shouldering a big emotional burden.

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Effective Leaders Move Beyond Empathy to Compassion

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For the past two years, leaders have been shouldering a big emotional burden: helping teams recover from the grief and loss of the pandemic, buoying the declining mental health of their employees, and being sensitive to people's anxieties. The empathy this requires is important to good leadership, but too much empathy can weigh you down and lead to burnout and poor decisions.

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The best ideas, practices and knowledge are shared in order to tap into and build our collective wisdom for the betterment of Lutheran education.

To prepare for this webinar we ask you to choose one of the options we have provided to engage with.

Read, listen or watch and come prepared to give an elevator pitch summary of the text.

be prepared to share 3 reflections on the "reading"

How does this:

Connect to what we already understand about our Lutheran Education Vision- Free to Flourish?

Extend upon our current thinking and push us into new aspects to consider?

Challenge us to ask new and different questions about our ideas, practice and knowledge that are part of our culture?

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Free to Flourish A story of who we are and who we are becoming Everyone has a story. Our story reminds us of who we are, and who we are becoming. Free to Flourish is the story for Lutheran schools and early childhood services, grounded in Christian beliefs and values and a catalyst for ongoing...

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From Cognitive Debt to Purposeful Learning: Reimagining Education with Prof. Martin Westwell S9E8 (128) — The Learning Future

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🔥 What if our obsession with achievement is actually limiting our students’ potential to become adaptive, purpose-driven learners? 🔥 What would education look like if we genuinely trusted teachers as professionals and designed systems to support their agency rather than constrain it?

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Agency- When students plan their own learning

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Agency- When students plan their own learning

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Image Source: Dylan Shelofsky, teacher at Metropolitan Arts Academy Real Stories from a School in Colorado Watch the full video interview with Claudette and Kelly below to hear their inspiring jour…

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Sustainability is not enough: we need regenerative cultures — Daniel Christian Wahl

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By Daniel C. Wahl Sustainability alone is not an adequate goal. The word sustainability itself is inadequate, as it does not tell us what we are actually trying to sustain. In 2005, after spending two years working on my doctoral thesis on design for sustainability, I began to realize that wha

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Everyday we interact within systems, be they at home, at work, at school, or in communities. But how might we actually create an education system that liberate learners and adults and is based in relationships with each other and our planet?

In this episode we discuss systems, complexity and learning phenomena with Michael Fullan O.C., a prolific author, worldwide authority on educational reform and Professor Emeritus at the University of Toronto. He has written over 50 books, seeking to support leaders and learners to understand and engage in this complex world in order to change it for the better.

We discuss how many of the challenges with our economic, health, social and education systems have been revealed through the pandemic and how in creating and embracing better alternatives, we can re-design our education systems to exploit upwards, liberate downwards and lateralise learning everywhere.

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Episode 5 - Enabling System Change with Michael Fullan - The Learning Future

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Everyday we interact within systems, be they at home, at work, at school, or in communities. But how might we actually create an education system that liberate learners and adults and is based in relationships with each other and our planet? In this episode we discuss systems, complexity

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A school for Tomorrow: Graduate profile in practice- long term view of driving change

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A school for Tomorrow: Graduate profile in practice- long term view of driving change

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This allows us to identify four types of learning experience:

1. Explicit and intentional pedagogy: Formal designed and embedded learning curriculum can be seen in the deliberately constructed units of learning that consciously integrate character into the classroom and are usually the subject of formal formative and/or summative assessment programs.

2. Implicit and intentional pedagogy: Formal planned co-curricular and extra-curricular learning may also lead to specific deliberately planned character education. The shape of this learning is often drawn out within an experiential mode and its assessment can usually be distinguished by its performative or competitive environment rather an academic one.

3. Explicit and spontaneous pedagogy: Informal anticipated responsive learning experiences see teachers prepare for moments that might reasonably be anticipated in the normal course of events. These can be seen in the conversations about academic misconduct, personal integrity, the need to work hard and so on, that teachers visit with cohorts in a predictable fashion. They know they will happen and so they develop responses in advance so that when the time comes, they are ready to engage students in the matter at hand equipped with the confidence of a pre-prepared position and sometimes even resources to support them.

4. Implicit and spontaneous pedagogy: Teachable moments drawing on philosophy and accumulated expertise and wisdom arise when teachers and students find themselves placed in a context in which matters of character arise perhaps less predictably. Teachers use their experience and accumulated wisdom to construct learning experiences ex tempore to meet the needs of the moment.

Currently, many primary or elementary educators tend to emphasise explicit pedagogies while senior school educators tend to emphasise implicit pedagogies. Most educators default to one of these approaches. We believe that all educators need to become expert in the pedagogy and curriculum of all four types of learning experience. From what we have seen internationally, we are led to the conclusion, in fact, that this body of pedagogical knowledge and its corresponding understanding level of effectiveness in character education, while complex in so many ways, is identifiable and discussable - and certainly so if and when the right conditions and direction for professional discussion and growth are set in place. In its current state in schools, there is a hidden and tacit world of professional knowledge in character education that needs to be made explicit and made better for all in the process.

A STRATEGIC APPROACH TO A FRAMEWORK FOR EDUCATION

An agreed and documented framework for education helps a school to gather evidence about, align, and implement, and evaluate its shared educational vision within a community of inquiry and practice dedicated to achieving its graduate outcomes:

Graduate Profile: A description of the desirable qualities and character competencies of a graduate linked to school values, mission and ethos.

Exemplars of Outstanding Practice/School Pedagogy: A collation of excellent practice undertaken in education at the school that is shaped into an illustrative guide to teaching and learning practice (pedagogy) at the school and a corresponding set of guiding philosophies, design principles and learning intentions.

One way of looking at the process as a whole is to define its concrete phases and map them to a timeline over 3-5 years:

1. Conduct an audit and report out on findings and recommendations;

2. Form a Strategic Education Team and develop Graduate Profile;

3. Develop a draft Framework for Education; 4. Conduct pilot programs and projects;

4. Refine and complete the Framework for Education;

5. Implement in stages and progressively evaluate.

What might be the goals, associated outcomes, and processes of a project that seeks to develop and implement a Framework for Education?

Lead: The school should embed a leadership culture that encourages the aspirations, voices, and lived experiences of the students of the school and prepares them to thrive in their world with 21C character and competency. The school should encourage processes in which students test and validate the framework through their leadership and learning - using existing and new student leadership groups to create a coordinated student voice program to promote authentic student experiences of character learning, especially through leadership, service, publishing, and advocacy. The school needs to develop a shared understanding of the strategic imperative for student care and learning that is situated in the context of the best thinking about 21C character and competencies. Community engagement led by the Principal helps the community understand the framework and talk it up appropriately. It will engage the support of the school's respected stewards in creating and authorising ongoing programs of community engagement to build a marketplace of ideas, conversation, and support for the shared aspirations and language of the school's Framework for Education.

Work: The school should prioritise student, teacher, and leadership practice that most warrants support in effecting high performance delivery of character and competencies. Using an internal evaluation team to collaborate with staff to design and implement positive, effective and efficient staff evaluation, program review and performance development systems will enable a school to identify, reward, and resource what is really working well to further its character education goals in the daily practice of the school. The school should promote the collaborative design and delivery of those educational practices, pathways, programs and pedagogies that most support development and mastery in character and competencies.

The purpose of a School for tomorrow is to prepare our students to thrive in their world. How we educate for character and competency is the core business of this; it is the whole work of a school and the work of a whole school.

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Character Learning in Practice - A School For Tomorrow

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This allows us to identify four types of learning experience: Explicit and intentional pedagogy: Formal designed and embedded learning curriculum can be seen in the deliberately constructed units of learning that consciously integrate character into the classroom and are usually the subject of formal formative and/or summative assessment programs. Implicit and intentional pedagogy: Formal planned co-curricular and extra-curricular learning may also lead to specific deliberately planned character education.

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Sir Ken - Changing Education Paradigms Edited version

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Sir Ken - Changing Education Paradigms Edited version

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https://youtu.be/k7HUrbFej3I