Leadership Conference

Viviane Robinson

Reduce Change to Increase Improvement.

In this plenary address, Viviane Robinson provides new knowledge about how leaders at all levels can increase improvement while reducing ineffective change and innovation. She attributes the failure of many change efforts to the way leaders ‘bypass’ the tacit theories of action that sustain the teaching practices they wish to improve. In the more effective ‘engage’ approach, leaders build trust and discover common ground by inquiring into those theories before suggesting or constructing alternative practices.

The contrast between bypass and engage will be richly illustrated using a real example that has direct relevance to the work of school leaders.

Leading Professional Learning pdf icon (1.8Mb)

Leading Improvement by Engaging Theories of Action.

This workshop builds on the earlier keynote through a highly practical workshop on how to lead collaborative improvement by building trust with those involved, through careful and respectful inquiry into the theories of action that sustain the practices you seek to improve. This workshop will:

  • deepen your understanding of the difference between the bypass and engage approach to leading improvement
  • model the dialogue involved in a theory of action interview
  • increase your skill in respectful inquiry into another’s theory of action

Raising expectations and rediscovering the wonder of learning

ACT students are amongst the country’s highest performers in reading and writing when they are in Year 3. However we fail to capitalise on this strong start. As our children move through school, the numbers of under-performing students are increasing. And the inverse is occurring for our high-achieving students; their numbers decrease as they move through school.

In this presentation I will make the case for ambitious teaching – teaching that stretches our students, and teaching that focuses on the wonder of learning.

What do our students think writing is? Is it a wondrous craft for them – a powerful tool for expressing their inner selves or changing the world around them?

Are our students reading? Have we shown them the pleasure to be gained from reading - from ‘getting lost in a book’ to learning a new skill, or finding kindred spirits.

We have worked hard to focus on giving our students the basic skills of reading and writing – and yet they continue to struggle with the complex skills.

We have responded to the call to improve national standardised test results and too often fallen short.

So - are our students failing because we have sucked the wonder out of learning? Have we made the most wondrous of all human inventions – the written word – tedious and inane?

It is time to raise our expectations of what our children can achieve – and to bring the wonder back to learning to read and write.

Raising Expectations pdf icon (7Mb)

Reflections on Student-Centred Leadership

In this plenary address, Viviane Robinson reprises her research on the relationship between leadership practices and student outcomes, first published in 2008. She summarises the original evidence base for her model of student-centred leadership and then reflects on the implications of subsequent research for the model. Her address will discuss barriers to stronger student-centred leadership that exist at the level of the individual leader and teacher, school culture, and system-wide policies.

Leading Professional Learning pdf icon (1.8Mb)

Leading Professional Learning: How to Increase its Impact on Student Outcomes

This workshop builds on the earlier plenary address through a highly practical workshop in which you will:

  • deepen your understanding of the fourth and most powerful dimension of student-centred leadership: Leading Teacher Professional Learning and Development.
  • discuss the leadership decisions that promote professional learning that makes a difference to student outcomes.
  • Apply a framework for evaluating the decisions made in your context about the focus and type of professional learning that is offered.

Pasi Sahlberg

Leading with Small Data for Big Change

Schools around the world are being prepared to new digital solutions, learning analytics, and teaching robots that are about to make education smarter and improve teaching and learning in all schools. More and better data promises rapid learning gains and decreasing rates of failure through precision and accuracy of Big Data. And yes, there are opportunities to improve school leadership by mindful consideration and use of these new tools. But educators should also understand what learning analytics, artificial intelligent and Big Data behind them cannot do. This presentation explores through international examples and case studies the key opportunities and limits of datafication in school education and argues that rather than accepting that more data will make our schools better, principals need to lead with small data and make maximum use of professional wisdom and power of human relationships that already exist in their schools.

Workshop: Lead With Small Data, Or Else… pdf icon (341kb)

Lead with small data, or else …

Schools are increasingly governed by numbers: statistics, achievement tests, data walls, spreadsheets, and online surveys that provide masses of data to monitor progress and to improve teaching in schools. More recently, digital devices with their algorithms and learning analytics have entered schools making intelligent solutions to serve schools and policymakers in teaching and leadership. This hands-on workshop builds on participants’ experiences and explores what big data in means in their work. Through a simulation exercise we take a closer look at “small data” as a professionally sound response to concerns raised regarding datafication of schooling. Key questions asked in this workshop are: Can big data make education better? What is small data and how can it help schools? What is worth fighting for schooling anyhow when most of what we need to know is available online all the time for everyone?

Misty Adoniou

The importance of vocabulary in context – beyond glossaries

The size of a student’s vocabulary is a reliable predictor of success in school. There is a growing awareness of the importance of vocabulary, and vocabulary teaching strategies are increasingly commonplace in schools.

Glossaries, the Frayer Model and lists of Tier 1, 2 and 3 vocabulary are all useful contributions to vocabulary teaching.

In this workshop I offer two additional perspectives on the teaching of vocabulary which schools can incorporate into their existing approaches.

  • Words take their meaning from the company they keep – so all vocabulary teaching must be done in context.
  • The hardest words in a text can often be the smallest words.

I will use classroom examples to illustrate the veracity of these points and discuss what they mean for instructional practices.

The Role of Vocabulary pdf icon (1.8Mb)

Gaylene Beattie - NZ Primary School Principal

Principal Gaylene Beattie shared Springlands School journey from 'teacher as inquiry' to 'spirals of inquiry' and the impacts of PLG's on accelerating student achievement and growing teacher capability.

Susan Ogden - Vic secondary principal

In the last 5 years, a key focus for leadership and teachers at Dandenong High School has been the development of a shared pedagogical approach to ensure excellent and consistent teaching in every classroom.

A critical element of this work has been the re defining of staff learning, from an intellectual pursuit without practical application, to “deliberate practice” where every teacher critically reflects on their instruction, trials new strategies and approaches and actively works to build their expertise.

Susan will share the school’s development from an initial “buddy approach”, to Domain based Professional Learning Teams and in 2019, the introduction of “Learning Sprints”, an observation of practice model and a PLT Learning Framework.

Q&A

Building Expertise through Professional Learning word icon (424kb)
Susan Ogden - Dandenong High School pdf icon (1.9Mb)

Videos

ACT Education - The Leading Edge
ACT Education - The Leading Edge

The Leading Edge - Leaders and students at the edge of their
The Leading Edge - Leaders and students at the edge of their

Podcasts

To listen to the podcast head to your favourite platform (Apple, Spotify etc..) and search ‘ACT Education Directorate’ and identify the two episodes available.

Just search ‘ACT Education Directorate’ in any one of the listed Podcast platforms and away you go!

Platforms include:

  • Apple
  • Overcast
  • PocketCasts
  • Overcast
  • PocketCasts
  • Google Podcasts
  • Spotify
  • Radio Public
  • Breaker

ACT Education Directorate Podcasts on Apple are available here:

https://podcasts.apple.com/au/podcast/act-education-directorate/id1441180446

Viviane Robinson: Reduce Change to Increase Improvement

https://anchor.fm/actedu/episodes/Viviane-Robinson-Reduce-Change-to-Increase-Improvement-e3uc23

Pasi Sahlberg: Leading with Small Data for Big Change

https://anchor.fm/actedu/episodes/Pasi-Sahlberg-Leading-with-Small-Data-for-Big-Change-e3uc3g

Panel: In conversation with Viviane and Pasi

https://anchor.fm/actedu/episodes/Panel-In-conversation-with-Viviane-and-Pasi-e3uc3t

Misty Adoniou: Raising expectations and rediscovering the wonder of learning

https://anchor.fm/actedu/episodes/Misty-Adoniou-Raising-expectations-and-rediscovering-the-wonder-of-learning-e3uc42

Viviane Robinson: Reflections on Student-Centred Leadership

https://anchor.fm/actedu/episodes/Viviane-Robinson-Reflections-on-Student-Centred-Leadership-e3uc4f

Principal’s Panel with chair Gaylene Beattie primary-NZ Susan Ogden secondary Vic Q&A

https://anchor.fm/actedu/episodes/Principals-Panel-with-chair-Gaylene-Beattie-primary-NZ-Susan-Ogden-secondary-Vic-QA-e3uc4l

Synthesis of the Big Ideas Table Collaboration - 2019 Leading Edge ACT Education Directorate Conference

Over the two days of the 2019 Leadership conference, two sessions were scheduled where school and system leader participants met as 25 table groups of 7 or 8, facilitated by Principal or Deputy Principal table hosts. The host recorded their table’s responses to:

What are the big ideas, key messages we can take away from the conference sessions?

Each table’s responses were recorded in a Google Form under the following groups:

  • For system leaders
  • For school leaders
  • For teachers
  • For students

Comments from each table could be worded as a provocation, a question, an action, a wondering or a number of these. Following the conference, the 25 table group responses (approximately 380 responses in total) have been synthesised into the following table organised under sub groups.

Viviane Robinson

Pasi Sahlberg

Time

Thursday 28 March

Room

8:00

Registration coffee/tea on arrival

Upstairs foyer

8:30

Conference opening

Ballroom 1

9:15

Plenary

Viviane Robinson

Reduce Change to Increase Improvement.
In this plenary address, Viviane Robinson provides new knowledge about how leaders at all levels can increase improvement while reducing ineffective change and innovation. She attributes the failure of many change efforts to the way leaders ‘bypass’ the tacit theories of action that sustain the teaching practices they wish to improve. In the more effective ‘engage’ approach, leaders build trust and discover common ground by inquiring into those theories before suggesting or constructing alternative practices.

The contrast between bypass and engage will be richly illustrated using a real example that has direct relevance to the work of school leaders.

Leading Professional Learning pdf icon (1.8Mb)

The Leading Edge 2019 - Video

The Leading Edge 2019 Final

Conference - PowerPoint

1 Education Leadership Conference 2019 - Thursday Ballroom 1 - A- Conference opening + plenary 1 ppt icon (5.3Mb)

Ballroom 1

10:15

Morning tea

Upstairs foyer

10:45

Plenary

Pasi Sahlberg

Leading with Small Data for Big Change

Schools around the world are being prepared to new digital solutions, learning analytics, and teaching robots that are about to make education smarter and improve teaching and learning in all schools. More and better data promises rapid learning gains and decreasing rates of failure through precision and accuracy of Big Data. And yes, there are opportunities to improve school leadership by mindful consideration and use of these new tools. But educators should also understand what learning analytics, artificial intelligent and Big Data behind them cannot do. This presentation explores through international examples and case studies the key opportunities and limits of datafication in school education and argues that rather than accepting that more data will make our schools better, principals need to lead with small data and make maximum use of professional wisdom and power of human relationships that already exist in their schools.

Questions and answers will follow this keynote talk.

Conference - PowerPoint

2 Education Leadership Conference 2019 - Thursday Ballroom 1- B- plenary 2 [Autosaved] ppt icon (2.7Mb)

Ballroom 1

11:40

Transition

11:45

Concurrent workshop

Viviane Robinson

Leading Improvement by Engaging Theories of Action.

This workshop builds on the earlier keynote through a highly practical workshop on how to lead collaborative improvement by building trust with those involved, through careful and respectful inquiry into the theories of action that sustain the practices you seek to improve. This workshop will:

  • deepen your understanding of the difference between the bypass and engage approach to leading improvement
  • model the dialogue involved in a theory of action interview
  • increase your skill in respectful inquiry into another’s theory of action

Leading Professional Learning pdf icon (1.8Mb)

Theory in Action - Template pdf icon (68kb)

Inquiring into a Theory in Action – Template pdf icon (117kb)

Conference - PowerPoint

3a Education Leadership Conference 2019 - Thursday Ballroom 1 - C- workshop 1 Viviane ppt icon (2.5Mb)

Ballroom 1

Concurrent workshop

Pasi Sahlberg

Lead with small data, or else …

Schools are increasingly governed by numbers: statistics, achievement tests, data walls, spreadsheets, and online surveys that provide masses of data to monitor progress and to improve teaching in schools. More recently, digital devices with their algorithms and learning analytics have entered schools making intelligent solutions to serve schools and policymakers in teaching and leadership. This hands-on workshop builds on participants’ experiences and explores what big data in means in their work. Through a simulation exercise we take a closer look at “small data” as a professionally sound response to concerns raised regarding datafication of schooling. Key questions asked in this workshop are: Can big data make education better? What is small data and how can it help schools? What is worth fighting for schooling anyhow when most of what we need to know is available online all the time for everyone?

Conference - PowerPoint

3b Education Leadership Conference 2019 - Thursday Ballroom 2-3 -A- workshop 1 Pasi ppt icon (2.8Mb)

Ballroom 2/3

1:15

Lunch

Downstairs buffet

2:00

Concurrent workshop (repeat)

Viviane Robinson

Leading Improvement by Engaging Theories of Action.

This workshop builds on the earlier keynote through a highly practical workshop on how to lead collaborative improvement by building trust with those involved, through careful and respectful inquiry into the theories of action that sustain the practices you seek to improve. This workshop will:

  • deepen your understanding of the difference between the bypass and engage approach to leading improvement
  • model the dialogue involved in a theory of action interview
  • increase your skill in respectful inquiry into another’s theory of action

Conference - PowerPoint

4a Education Leadership Con ference 2019 - Thursday Ballroom 1 - D- workshop 2 Viviane ppt icon (3Mb)

Ballroom 1

Concurrent workshop (repeat)

Pasi Sahlberg

Lead with small data, or else …

Schools are increasingly governed by numbers: statistics, achievement tests, data walls, spreadsheets, and online surveys that provide masses of data to monitor progress and to improve teaching in schools. More recently, digital devices with their algorithms and learning analytics have entered schools making intelligent solutions to serve schools and policymakers in teaching and leadership. This hands-on workshop builds on participants’ experiences and explores what big data in means in their work. Through a simulation exercise we take a closer look at “small data” as a professionally sound response to concerns raised regarding datafication of schooling. Key questions asked in this workshop are: Can big data make education better? What is small data and how can it help schools? What is worth fighting for schooling anyhow when most of what we need to know is available online all the time for everyone?

Conference - PowerPoint
4b Education Leadership Conference 2019 - Thursday Ballroom 2-3 -B-workshop 2 Pasi ppt icon (1.2Mb)

Ballroom 2/3

3:30

Transition with Light afternoon tea
Take to tables

Upstairs foyer

3:45

Big ideas

Small group collaboration

Conference - PowerPoint

5 Education Leadership Conference 2019 - Thursday Ballroom 1- E- Big Ideas session ppt icon (2.5Mb)

Ballroom 1

4:15

Free networking time

Downstairs foyer, bars, outdoors

5:15

Panel

In conversation with Viviane and Pasi

Viviane and Pasi will interview each other about international issues, trends and practices in school leadership.

Cnference - PowerPoint

6 Education Leadership Conference 2019 - Thursday Ballroom 1- F- In Conversation session ppt icon (706kb)

Ballroom 1

6:15 - 7:45 pm

Networking Event

Senior student music

Canapes (ACTED)

Beverages (ACTPA)

Conference - PowerPoint

7 Education Leadership Conference 2019 - Thursday Ballroom 2-3 -C- Networking event ppt icon (20Mb)

Ballroom 3 & upstairs foyer

Time

Friday 29 March

Room

8:00

Registration coffee/tea on arrival

Upstairs foyer

8:30

Plenary

Misty Adoniou

Raising expectations and rediscovering the wonder of learning

ACT students are amongst the country’s highest performers in reading and writing when they are in Year 3. However we fail to capitalise on this strong start. As our children move through school, the numbers of under-performing students are increasing. And the inverse is occurring for our high-achieving students; their numbers decrease as they move through school.

In this presentation I will make the case for ambitious teaching – teaching that stretches our students, and teaching that focuses on the wonder of learning.

What do our students think writing is? Is it a wondrous craft for them – a powerful tool for expressing their inner selves or changing the world around them?

Are our students reading? Have we shown them the pleasure to be gained from reading - from ‘getting lost in a book’ to learning a new skill, or finding kindred spirits.

We have worked hard to focus on giving our students the basic skills of reading and writing – and yet they continue to struggle with the complex skills.

We have responded to the call to improve national standardised test results and too often fallen short.

So - are our students failing because we have sucked the wonder out of learning? Have we made the most wondrous of all human inventions – the written word – tedious and inane?

It is time to raise our expectations of what our children can achieve – and to bring the wonder back to learning to read and write.

Raising Expectations pdf icon (7Mb)

Conference - PowerPoint

1 Education Leadership Conference 2019 - Friday Ballroom 2-3-A Plenary 1 Misty Plenary 2 Viv ppt icon (3Mb)

Ballroom 1

9:30

Transition

9:35

Plenary

Viviane Robinson

Reflections on Student-Centred Leadership.

In this plenary address, Viviane Robinson reprises her research on the relationship between leadership practices and student outcomes, first published in 2008. She summarises the original evidence base for her model of student-centred leadership and then reflects on the implications of subsequent research for the model. Her address will discuss barriers to stronger student-centred leadership that exist at the level of the individual leader and teacher, school culture, and system-wide policies.

Leading Professional Learning pdf icon (1.8Mb)

Ballroom 1

10:35

Morning tea

Upstairs foyer

11:05

Big ideas

Small group collaboration

Conference - PowerPoint

2 Education Leadership Conference 2019 - Friday Ballroom 2-3- C- Big Ideas session ppt icon (2.5Mb)

Ballroom 1

11:35

Transition

11:40

Concurrent workshop

Viviane Robinson

Leading Professional Learning: How to Increase its Impact on Student Outcomes

This workshop builds on the earlier plenary address through a highly practical workshop in which you will:

  • deepen your understanding of the fourth and most powerful dimension of student-centred leadership: Leading Teacher Professional Learning and Development.
  • discuss the leadership decisions that promote professional learning that makes a difference to student outcomes.
  • Apply a framework for evaluating the decisions made in your context about the focus and type of professional learning that is offered.

Conference - PowerPoint

3a Education Leadership Conference 2019 - Friday Ballroom 2-3 -B-Workshop Viviane ppt icon (4Mb)

Ballroom 1

Concurrent workshop

Misty Adoniou

The importance of vocabulary in context – beyond glossaries

The size of a student’s vocabulary is a reliable predictor of success in school. There is a growing awareness of the importance of vocabulary, and vocabulary teaching strategies are increasingly commonplace in schools.

Glossaries, the Frayer Model and lists of Tier 1, 2 and 3 vocabulary are all useful contributions to vocabulary teaching.

In this workshop I offer two additional perspectives on the teaching of vocabulary which schools can incorporate into their existing approaches.

  1. Words take their meaning from the company they keep – so all vocabulary teaching must be done in context.
  2. The hardest words in a text can often be the smallest words.

I will use classroom examples to illustrate the veracity of these points and discuss what they mean for instructional practices.

The Role of Vocabulary pdf icon (1.8Mb)

Conference - PowerPoint

3b Education Leadership Conference 2019 - Friday Eureka Room Misty workshop ppt icon (8.5Mb)

Ballroom 2/3

12:35

Lunch

Downstairs buffet

1:20

Principal’s Panel with chair

Gaylene Beattie - NZ primary principal

Principal Gaylene Beattie will share Springlands School journey from 'teacher as inquiry' to 'spirals of inquiry' and the impacts of PLG's on accelerating student achievement and growing teacher capability.

Susan Ogden - Vic secondary principal

In the last 5 years, a key focus for leadership and teachers at Dandenong High School has been the development of a shared pedagogical approach to ensure excellent and consistent teaching in every classroom.

A critical element of this work has been the re defining of staff learning, from an intellectual pursuit without practical application, to “deliberate practice” where every teacher critically reflects on their instruction, trials new strategies and approaches and actively works to build their expertise.

Susan will share the school’s development from an initial “buddy approach”, to Domain based Professional Learning Teams and in 2019, the introduction of “Learning Sprints”, an observation of practice model and a PLT Learning Framework.

Q&A

Building Expertise through Professional Learning (424kb)

Susan Ogden - Dandenong High School pdf iocn (1.9Mb)

Ballroom 1

2:40

Transition

2:45

Conference Wrap

Viviane Robinson

Viviane will synthesise the key learning from the conference and provide provocations for our next steps as system and school leaders individually and collectively

Conference - PowerPoint

4 Education leadership conference 2019- Friday ballroom 2-3 -D-Panel, Wrap, survey and close ppt icon (1.2Mb)

Ballroom 1

3:05

Digital participant response to conference

Ballroom 1

3:15

Conference close

Close

Ballroom 1

3:30

Free networking time

Downstairs foyer, bars, outdoors

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