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Stock images of photographed students appear in good-news-school-stories of newspapers and newsletters. Now, as we use the stunning array of photographic and video tools available to us, once safety and privacy are assured, what are we learning about what’s needed to authentically document our students’ learning?

I think by now the reading public is catching on to the fact that a digital disruption of the publishing industry is underway. By contrast, perhaps, educators haven’t had time to catch up to its implications for schools. Accordingly, many school leaders and teachers may be surprised to learn that educational publishing, for instance, reported in IBISWorld industry report, still makes up almost half of all…

Managing the knowledge tsunami The proliferation of information which is responsible for the knowledge tsunami says Marc Rosenberg, a leading management consultant in training, organizational learning, eLearning, knowledge management and performance improvement, is caused by a combination of the internet of things; big data; the advancement of science and invention and the collaborative, knowledge-sharing society.  But that’s not all. Rosenberg argues that we have an…

Jennie [Vine] and I working with the teachers in a similar way to the way we expect the teachers to work with the children. We have coaching conversations according to what we know about them as teachers and where they are in their thinking and in their skills and in their abilities.

Remarkably, there are few accounts for viewing schools as educational (self-) publishers operating in the current highly disrupted publishing industry.

The project around the Trivia Night was based on investigating ‘faith’. We picked up from where the kids had left off the year before, looking at how things had changed through time. From there, we moved onto examining how ideas change the world.

As the principal of Wooranna Park Primary School, Ray Trotter has guided the school through some remarkable changes since 1997. Today the school commands international attention for its on-going effort to aim towards ‘next practice’ for meeting the needs of its students. His paper “One School’s Journey To Create A New Education Paradigm”, written originally for an education journal, is the first part of an…

From all reports in the media, school leaders are totally focused on their students’ well-being in the pandemic crisis. The initial shock has now morphed into staying safe and watching the wreckage globally. And as I live in Melbourne, stories circulating about frontline workers now have new urgency through Stage 4 restrictions. Though far less mentioned, this includes the education frontline as leadership teams support…

There’s this big disparity between people coming from Spain to see us and people down the road not even knowing we exist. If we passionate about changing the way things are taught then we need people to know what we’re doing.

School Story Experience is an educational service for school leaders and their school communities. This article highlights how, at its core, it helps manage the complexities of communicating a schools’ vision and mission through 21st-century digital communication strategies and tools. Most importantly, it sets out how we view the service as a pedagogy-based one, rather than marketing or public relations. Ironically, though, the approach shows…

I went to Thailand in a group made up of two lecturers from Monash University and three teachers, myself, a teacher from John Monash Science School and a teacher from Elwood Primary.

In 2018, I had the privilege of interviewing three teachers about their work with Year 2 students. They reflected on how early it’s possible for children to view themselves as active citizens in Australian democracy, built on the belief that their voices have power and agency. The discussion began with Mary Boutros pointing out the commonality between how parents and teachers deal with a child’s…

There’s no point in giving them ‘answers’. I think some people want that control which dispensing knowledge gives them. They just want to get to the end result.

Understanding the busyness of online communications may be key to effectively delivering remote learning.

To change the technology, we need to educate from the ground up, on decentralization and distribution. We need to understand about distributed networks, as opposed to all these single points of failure for all these systems.

It’s time for our students to see themselves differently. How do we build in them incredible character and an eternal thirst for learning? How do we develop them into people who don’t settle for the status quo or content to be passengers passively sitting in the backseat?

It all started with the overarching idea we were exploring that year around the theme of identity. As a teaching team, we knew we wanted the kids to feel empowered, empowered enough so that they would be motivated to take action in some way to have a positive effect on their world.

It pushes you so hard, sometimes it’s overwhelming. But it pushes you to find a balance between teaching kids those really important skills, those building blocks, and then, allowing kids to be independent, autonomous … to teach each other, to create spaces, to research, all those things.

The Monash University report “Perceptions of Teachers and Teaching In Australia” should alarm us all. Could their underappreciation of teachers be largely due to a big dose of ignorance? Here’s how that story goes …

love the fact that educational innovation happens in Dandenong, the area in which I live. This changes from seeing everything once painted a horrible pale green to knowing we were going implement something extraordinary here was exciting.