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FEATURING OVER 1600 TITLES ACROSS 18 EDUCATIONAL CATEGORIES

a c e l .o r g. a u / s h o p

PROVIDING THE ESSENTIAL RESOURCE MATERIALS FOR EDUCATIONAL LEADERS

Assessment & Evaluation 3

Community Engagement 4

Curriculum 6

Diversity, Multiculturalism, ESL 8

Early Childhood 9

Educational Research 11

Gifted Education 13

Higher Education & Adult Learners 14

Leadership & Management 16

Learning Support & Inclusive Education 18

Neuroscience & Educational Psychology 20

Professional Learning, Coaching & Mentoring 22

School Culture & Improvement 24

Science, Technology, Engineering, Art and Mathematics 26

Teaching & Pedagogy 28

Technology & Media 31

Wellbeing 32

Subscriptions & Publications 35

CONTENTS

t e r m 2 2 0 1 8

Welcome to ACEL’s new 2018 Term 2 Books & Publications Catalogue. This catalogue highlights over 1600 titles across 18 categories with 115 newly added titles for this term. All titles have been specifically selected to address the needs of educational leaders and feature the best of local and international authors, researchers and thinkers.

a c e l .o r g. a u / s h o p

B o o k s & P u b l i c a t i o n s C a t a l o g u e T E R M 2 2 0 1 8

3

Responsive Teaching: Cognitive Science and Formative Assessment in Practice Harry Fletcher-Wood

Publication Date: May - 18

$35.99

Assessment & Evaluation

Assessing Unstoppable Learning (A Guide to Systems-Thinking Assessment in a Collaborative Culture) Tom Hierck, Angela Freese, Douglas Fisher & Nancy Frey

Publication Date: Sep - 17

$35.95

Assessment of Student Achievement Gavin T. L. Brown

Publication Date: July - 17

$48.99

Data Collection Toolkit: Everything You Need to Organize, Manage, and Monitor Classroom Data Cindy Golden

Publication Date: Dec - 17

$76.00

Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill Nancy Frey, John Hattie & Douglas Fisher

Publication Date: Feb - 18

$76.00

Softening the Edges: Assessment Practices That Honor K–12 Teachers and Learners Katie White & Cassandra Erkens

Publication Date: Aug - 17

$45.95

Fast and Effective Assessment: How to Reduce Your Workload and Improve Student Learning Glen Pearsall

Publication Date: Mar - 18

$39.95

High-Impact Teaching That Creates Assessment-Literate Learners Anita Stewart McCafferty & Jeffrey S. Beaudry


$69.00

Local Assessment Toolkit to Promote Deeper Learning: Transforming Research Into Practice Karin Hess

Publication Date: Apr - 18

$89.00

Designing Quality Authentic Assessments Tay Hui Yong


$62.99

*Prices are subject to change


4

Assessment & Evaluation

Measuring What We Do in Schools: How to Know If What We Are Doing Is Making a Difference Victoria L Bernhardt


$39.95

Using Feedback to Improve Learning Maria Araceli Ruiz-Primo, Susan M. Brookhart

Publication Date: Nov - 17

$33.99

How to Use Grading to Improve Learning Susan Brookhart


$39.95

Embedding Formative Assessment: Practical Techniques for F-12 Classrooms Siobhan Leahy & Dylan Wiliam


$35.95

School-Based Observation: A Practical Guide to Assessing Student Behavior Amy Briesch, Robert Volpe & Randy Floyd


$65.00

Community Engagement


Involving Parents in their Children’s Learning: A Knowledge-Sharing Approach 3ed Margy Whalley

Publication Date: Jun - 17

$72.00

Leading and Creating Powerful Learning Relationships: A Whole-School Community Approach, Revised Edition Robert Csoti, George Otero & David Rothstadt


$21.95


5

Partners for Special Needs: How Teachers Can Effectively Collaborate with Parents and Other Advocates Douglas J. Fiore, Julie Anne Fiore


$52.99

Engaging Families in Schools: Practical Strategies to Improve Parental Involvement Nicola S. Morgan


$52.99

Family, School, Community Engagement and Partnerships: Theory and Best Practices Reyes L. Quezada, Viviana Alexandrowicz, Sarina Molina


$77.99

Home, School, and Community Collaboration: Culturally Responsive Family Engagement 3rd Edition Kathy Grant & Julie Ray


$218.00

Working With Families and Community Agencies to Support Students With Special Needs: A Practical Guide for Every Teacher Bob Algozzine and Jim Ysseldyke


$44.99

Community Engagement


Partnering with Parents to Ask the Right Questions: A Powerful Strategy for Strengthening School-Family Partnerships Luz Santana, Dan Rothstein, Agnes Bain

Publication Date: Jan - 17

$39.95

In It Together: How Student, Family, and Community Partnerships Advance Engagement and Achievement in Diverse Classrooms Deborah E Zacarian and Michael A Silverstone


$62.00

Global Education Guidebook: Humanizing K-12 Classrooms Worldwide Through Equitable Partnerships (How to Promote Multicultural Education and Nurture Global Citizens) Jennifer D. Klein


$34.95


6

101 Inclusive and SEN Science and Computing Lessons: Fun Activities and Lesson Plans for Children Aged 3-11 Claire Brewer & Kate Bradley


$31.99

Becoming a Literacy Leader, 2nd Edition: Supporting Learning and Change Jennifer Allen


$35.95

Everything You Need for Mathematics Coaching: Tools, Plans, and a Process That Works for Any Instructional Leader, Grades K-12 Maggie B McGatha, Jennifer M Bay-Williams, Beth McCord Kobett & Jonathan A Wray


$83.00

Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning John Almarode, Douglas Fisher, Nancy Frey & John Hattie


$77.00

Reclaiming the Curriculum: Specialist and creative teaching in primary schools Jackie Holderness and Bill Laar


$38.99

Curriculum


Big Book of Literacy Tasks, Grades K-8: 75 Balanced Literacy Activities Students Do (Not You!) Nancy L Akhavan


$69.99

Closing the Vocabulary Gap Alex Quigley


$35.99

Five Practices for Orchestrating Productive Mathematical Discussion, 2nd Edition Margaret Smith and Mary Kay Stein


$64.00

Phonological Awareness: From Research to Practice 2ed Gail T Gillon


$55.99

10 Projects for the PBL Classroom: English Todd Stanley

Publication Date: Jul - 17

$32.95


7

10 Projects for the PBL Classroom: Science Todd Stanley


$32.95

Mathematics Explained for Primary Teachers 5ed (Paperback and eBook) Derek Haylock and Ralph Manning


$83.00

Teaching English by the Book: Putting Literature at the Heart of the Primary Curriculum James Clements


$46.99

Teaching Children’s Literature: It’s Critical!, 2nd Edition Christine H. Leland, Mitzi Lewison, Jerome C. Harste

Publication Date: Nov -17

$79.99

Curriculum


10 Projects for the PBL Classroom: Maths Todd Stanley


$32.95

Active Literacy Across the Curriculum: Connecting Print Literacy with Digital, Media, and Global Competence, K-12, 2nd Edition Heidi Hayes Jacobs


$48.99

How Big is a Big Number?: Learning to teach mathematics in the primary school Paul Killen and Sarah Hindhaugh


$63.00

Practical Ideas for Teaching Primary Science: Inspiring Learning and Enjoyment Peter Loxley


$52.99

Teaching for Creativity in the Australian Curriculum Classroom Timothy Patston, John Baer, James C. Kaufman & Ronald A. Beghetto


$39.95

The Really Useful Book of Secondary Science Experiments: 101 Essential Activities to Support Teaching and Learning Tracy-ann Aston


$52.99


8

Becoming a Multicultural Educator: Developing Awareness, Gaining Skills, and Taking Action 2ed William Howe and Penelope Lisi


$189.00

Teaching Reading to English Learners, Grades 6 - 12: A Framework for Improving Achievement in the Content Areas 2ed Margarita Espino Calderon and Shawn Slakk


$74.00

Case Studies on Diversity and Social Justice Education: 2nd Edition Paul C. Gorski, Seema G. Pothini


$60.99

Cultural Literacy for the Common Core: Six Steps to Powerful, practical Instruction for All Learners Bonnie M. Davis


$48.40

Toward What Justice?: Describing Diverse Dreams of Justice in Education Eve Tuck, K. Wayne Yang


$69.99

Inclusive and Adaptive Teaching: Meeting the Challenge of Diversity in the Classroom, 2nd Edition Peter Westwood


$52.99

Managing Diverse Classrooms: How To Build On Students’ Cultural Strengths Carrie S Rothstein-Fisch & Elise Trumbull


$29.95

Supporting Inclusive Practice and Ensuring Opportunity is Equal for All Gianna Knowles


$60.99

Teaching for Diversity: A Guide to Greater Understanding Ricardo Garcia


$27.95

Keeping It Real and Relevant: Building Authentic Relationships in Your Diverse Classroom Ignacio Lopez


$24.95

Diversity, Multiculturalism, ESL



9

Early Childhood

Can I Go and Play Now?: Rethinking the Early Years Greg Bottrill


$49.99

Early Childhood Education Management: Insights into business practice and leadership Mary Moloney & Jan Pettersen


$77.99

Guiding Principles for the New Early Childhood Professional: Building on Strength and Competence Brenda Gadson & Valora Washington


$35.95

Intentional Leadership for Effective Inclusion in Early Childhood Education and Care: Exploring Core Themes and Strategies Mary Moloney, Eucharia McCarthy


$62.99

Leading for Change in Early Care and Education: Cultivating Leadership from Within Anne Douglass


$35.95

Storytelling and Story-Reading in Early Years: How to Tell and Read Stories to Young Children Mary Medlicott


$31.99

Giving Children a Voice: A Step-by-Step Guide to Promoting Child-Centred Practice Sam Frankel


$35.99

Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments, 3rd Edition Ruth Wilson


$48.99


Building Knowledge in Early Childhood Education: Young Children Are Researchers Jane Murray


$54.99

Building Positive Momentum for Positive Behavior in Young Children: Strategies for Success in School and Beyond Lisa Rogers


$41.99


10

Early Childhood

Disability and Inclusion in Early Years Education Chris Collett


$41.99

Elemental Play and Outdoor Learning: Young children’s playful connections with people, places and things Annie Woods


$41.99

Nurturing Personal, Social and Emotional Development in Early Childhood: A Practical Guide to Understanding Brain Development and Young Children’s Behaviour Debbie Garvey


$49.99

School Readiness and the Characteristics of Effective Learning: The Essential Guide for Early Years Practitioners Tamsin Grimmer


$32.99

Teaching Children with Challenging Behaviors: Practical Strategies for Early Childhood Educators Gayle Mindes


$58.99

Storytelling in Early Childhood: Enriching language, literacy and classroom culture Teresa Cremin, Rosie Flewitt, Ben Mardell, Joan Swann


$62.99

Developing Young Children’s Mathematical Learning Outdoors: Linking Pedagogy and Practice Lynda Keith


$41.99

Poverty and Inclusion in Early Years Education Mark Cronin, Karen Argent, Chris Collett


$41.99


Understanding Behaviour in Early Years Settings: Supporting Personal, Social and Emotional Development from 0–5 Hannah Mortimer


$35.99

The Voice of the Child: How to Listen Effectively to Young Children Julia Maria Gouldsboro

Publication Date: Oct - 17

$41.99


11

Early Childhood

Educational Research

Contemporary Challenges for Religious and Spiritual Education Arniika Kuusisto, Terry Lovat


$77.99

Education for Purposeful Teaching Around the World Kirsi Tirri, Seana Moran, Jennifer Menon Mariano


$242.00

Strengthening the Connections between Leadership and Learning: Challenges to Policy, School and Classroom Practice John MacBeath, Neil Dempster, David Frost, Greer Johnson, Sue Swaffield


$62.99

Working Class: Poverty, education and alternative voices Ian Gilbert


$67.00

Global Perspectives on Developing Professional Learning Communities Nicholas Sun-Keung Pang, Ting Wang


$221.00

Teaching in the Fourth Industrial Revolution: Standing at the Precipice Armand Doucet, Jelmer Evers, Elisa Guerra, Dr Nadia Lopez, Michael Soskil, Koen Timmers


$37.99

Young Children’s Play and Creativity: Multiple Voices Gill Goodliff, Natalie Canning, John Parry, Linda Miller


$52.99

Young Children Playing and Learning in a Digital Age: a Cultural and Critical Perspective Christine Stephen, Susan Edwards


$62.99



12

Educational Research

Research Methods in Education: 8th Edition Louis Cohen, Lawrence Manion, Keith Morrison


$73.99

Using Narrative Inquiry for Educational Research in the Asia Pacific Sheila Trahar, Wai Ming Yu


$77.99

Reach for Greatness: Personalizable Education for All Children Yong Zhao


$29.99

New Directions in Educational Leadership Theory Scott Eacott, Colin Evers


$77.99

Flip The System UK: A Teachers’ Manifesto Lucy Rycroft-Smith, Jean-Louis Dutaut


$35.99

Inside the Autonomous School: Making Sense of a Global Educational Trend Maija Salokangas, Mel Ainscow


$62.99


Linking Literacy and Libraries in Global Communities Marlene Asselin, Ray Doiron


$62.99

The Cultural Politics of Queer Theory in Education Research Christina Gowlett, Mary Lou Rasmussen


$77.99


13

Gifted Education

Designing Services and Programs for High-Ability Learners: A Guidebook for Gifted Education 2ed Rebecca Eckert and Jennifer Robins


$93.00

Exploring Critical Issues in Gifted Education: A Case Studies Approach Wendy Behrens, Christine L. Weber & Cecelia Boswell


$50.00


Gifted and Talented Children 4-11: Understanding and Supporting their Development Christine MacIntyre


$50.99

Identifying Gifted Students: A Practical Guide, Second Edition Susan Johnson


$47.95

Proven Strategies That Work for Teaching Gifted and Advanced Learners Kathleen McConnell & Gail Ryser


$39.95

Teaching Gifted Children with Special Educational Needs: Supporting dual and multiple exceptionality Diane Montgomery


$54.99

Gifted Students and the Australian Curriculum: An Introductory Guide for Educators, Revised Edition Michael Pohl


$21.95

$39.95

Project-Based Learning for Gifted Students: A Handbook for the 21st-Century Classroom Todd Stanley


Teaching Gifted and Talented Students in the Primary School Chris Smith


$46.95

Exploring Gifted Education: Australian and New Zealand Perspectives Jennifer L. Jolly, Jane M. Jarvis


$62.99


14

*Prices are subjected to change

Teaching Gifted Learners in STEM Subjects: Developing Talent in Science, Technology, Engineering and Mathematics Keith S. Taber, Manabu Sumida, Lynne McClure


$221.00

Gifted Education

Higher Education & Adult Learners

Academic Writing and Dyslexia: A Visual Guide to Writing at University Adrian J. Wallbank


$50.99

Active Learning Strategies in Higher Education: Teaching for Leadership, Innovation, and Creativity Anastasia Misseyanni, Militiades D Lytras, Paraskevi Papadopoulou and Christina Marouli


$146.00

Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work David Boud, Rola Ajjawi, Phillip Dawson, Joanna Tai


$58.99

Leading Colleges and Universities: Lessons from Higher Education Leaders Stephen Joel Trachtenberg, Gerald B Kauvar and E Gordon Gee


$66.00

Your Guide to Successful Postgraduate Study Geoffrey Elliott, Karima Kadi-Hanifi and Carla Solvason


$49.99

An Academic Life: A Memoir Hanna Holburn Gray


$58.99


15

Higher Education & Adult Learners

A Guide to Leadership and Management in Higher Education: Managing Across the Generations Poppy Fitch, Brian Van Brunt


$50.99

A-Z of Creative Teaching in Higher Education Sylvia Ashton and Rachel Stone


$63.00

Global Perspectives on Teaching Excellence: A new era for higher education Christine Broughan, Graham Steventon, Lynn Clouder


$62.99

How to Be a Happy Academic: A Guide to Being Effective in Research, Writing and Teaching Alexander Clark and Bailey Sousa


$66.00

Mobile Learning and Higher Education: Challenges in Context Helen Crompton, John Traxler


$77.99

Teaching, Coaching and Mentoring Adult Learners: Lessons for professionalism and partnership Heather Fehring, Susan Rodrigues


$62.99

Inclusive Leadership in Higher Education: International Perspectives and Approaches Lorraine Stefani, Patrick Blessinger


$62.99

Challenges in Higher Education Leadership: Practical and Scholarly Solutions James Soto Antony, Ana Mari Cauce, Donna E. Shalala


$52.99



16

Collaborative School Leadership: A Critical Guide Philip Woods & Amanda Roberts


$55.99

Building Leadership Character Amy Newman


$88.00

Leadership & Management

Dare to be Different: A leadership fable about transformational change in schools Will Ryan


$32.99

Intentional Innovation: How to Guide Risk-Taking, Build Creative Capacity, and Lead Change A.J. Juliani

Publication Date: Sep -17

$41.99

Leading Beyond the Ego: How to Become a Transpersonal Leader John Knights, Danielle Grant & Greg Young


$52.99

Teacher Leadership: New conceptions for autonomous student learning in the age of the Internet Kokila Roy Katyal, Colin William Evers


$77.99

Reach for Greatness: Personalizable Education for All Children Yong Zhao


$29.99


Becoming a Successful School Leader: Developing New Insights Krishan Sood, Sheine Peart, Malini Mistry


$52.99

Becoming a Growth Mindset School: The Power of Mindset to Transform Teaching, Leadership and Learning Chris Hildrew


$41.99

Leadership Dialogues II: Leadership in times of change Dave Harris and John West-Burnham


$58.99


17



Beginning the Principalship: A Practical Guide for New School Leaders 4ed John C Daresh and Linda Alexander


$74.00

Collaborative Leadership: Six Influences That Matter Most Peter DeWitt


$68.00

Educational Leadership Simplified: A guide for existing and aspiring leaders Bob Bates and Andy Bailey


$51.99

How to Engage, Involve, and Motivate Employees: Building a Culture of Lean Leadership and Two-Way Communication Janis Allen, Michael McCarthy


$65.99

Messaging Matters: How School Leaders Can Inspire Teachers, Motivate Students, and Reach Communities William D. Parker


$32.95

How to Deal With Teachers Who Are Angry, Troubled, Exhausted, or Just Plain Confused Elaine K McEwan


$78.00

Leading Schools in Disruptive Times: How To Survive Hyper-Change Dwight Carter and Mark White


$73.00

Deliberate Excellence: Three Fundamental Strategies That Drive Educational Leadership S Dallas Dance


$49.99

Renegade Leadership: Creating Innovative Schools for Digital-Age Students Brad Gustafson


$62.00

Open-To-Learning Leadership: How to Build Trust While Tackling Tough Issues Viviane Robinson, Frauke Meyer, Deidre M Le Fevre, Claire EL Sinnema & Denyse Pope


$21.95


18


Learning Support & Inclusive Education

Eight Paths to Leadership: A Guide for Special Educators Belva C Collins

Publication Date: May -18

$62.00

More Than Just “Being In”: Creating Authentic Inclusion for Students with Disabilities Cheryl Jorgensen


$64.00

Developmental Dyslexia from Birth to Eight: A Practitioner’s Guide Carol Hayes


$48.99

Inclusion in Action: Practical Strategies to Modify Your Curriculum Nicole Eredics

Publication Date: Apr -18

$54.99*Prices are subject to change

Strategies for Developing and Supporting School Leaders: Stepping Stones to Great Leadership Karen L. Sanzo


$48.99

The Principal’s Guide to Time Management: Instructional Leadership in the Digital Age David E. DeMatthews, Lloyd M. Goldsmith, and Richard D. Sorenson


$78.00

Building Reasoning and Problem-Solving Skills in Children with Autism Spectrum Disorder: A Step by Step Guide to the Thinking In Speech® Intervention Janice Nathan and Barry R Nathan


$41.99

Cultural Diversity and Inclusion in Early Years Education Penny Borkett


$41.99


19

Unstuck and On Target!: An Executive Function Curriculum to Improve Flexibility, Planning, and Organization 2ed Lynn Cannon, Lauren Kenworthy, Katie Alexander, Monica Alder Wener and Laura Gutermuth Anthony


$147.00

Therapeutic Adventures with Autistic Children: Connecting through Movement, Play and Creativity Jonas Torrance


$31.99

The Neurodiverse Classroom: A Teacher’s Guide to Individual Learning Needs and How to Meet Them Victoria Honeybourne


$32.99

The Ecology of Inclusive Education: Strategies to Tackle the Crisis in Educating Diverse Learners David Mitchell


$62.99


Building Equity: Policies and Practices to Empower All Learners Dominique Smith, Nancy Frey, Ian Pumpian, Douglas Fisher


$39.95

Developing Effective Learners: RTI Strategies for Student Success (A Guide to Developing a Tiered Intervention Process) Toby J. Karten


$32.95

Behavior Support for Students with ASD: Practical Help for 10 Common Challenges Debra Leach


$76.00

Building on the Strengths of Students with Special Needs: How to Move Beyond Disability Labels in the Classroom Toby Karten


$39.95

Helping Kids and Teens with ADHD in School Joanne Steer and Kate Horstmann


$42.99

First Class Support for College Students on the Autism Spectrum: Practical Advice for College Counselors and Educators Michael Duggan




20



Meeting Special Educational Needs in Secondary Classrooms: Inclusion and how to do it, 2nd Edition Sue Briggs


$50.99

Evolution of the Learning Brain: Or How You Got To Be So Smart... Paul Howard-Jones

Publication Date: Feb -18

$31.99

Meeting Special Educational Needs in Primary Classrooms: Inclusion and how to do it, 2nd Edition Sue Briggs


$48.99

Development of Children’s Thinking: Its Social and Communicative Foundations Jeremy Carpendale, Ulrich Muller and Charlie Lewis

Publication Date: Jan -18

$91.00

Practical Strategies for Supporting Emotional Regulation in Students with Autism: Enhancing Engagement and Learning in the Classroom Leslie Blome and Maureen Zelle


$29.99

What Really Works in Special and Inclusive Education: Using evidence-based teaching strategies, 2nd Edition David Mitchell


$65.99

Teaching for Inclusion: Eight Principles for Effective and Equitable Practice Srikala Naraian


$49.95

Neuroscience & Educational Psychology


21

Neuroscience & Educational Psychology

Psychology and the Study of Education: Critical Perspectives on Developing Theories Cathal Ó Siochrú


$56.99

Psychology in the Classroom: A Teacher’s Guide to What Works Marc Smith, Jonathan Firth


$48.99

Executive Function in Education: From Theory to Practice 2ed Lynn Meltzer


$63.00

Psychology for Teachers, 2nd Edition Paul Castle and Scott Buckler


$83.00

The Interbrain: Embodied Connections Versus Common Knowledge Digby Tantam

Publication Date: Feb -18

$55.99

Great Minds and How to Grow Them: High Performance Learning Wendy Berliner, Deborah Eyre


$31.99

Neuroscience for Learning and Development: How to Apply Neuroscience and Psychology for Improved Learning and Training Stella Collins


$74.00

Neuroscience for Teachers: Applying Research Evidence from Brain Science Richard Churches, Eleanor Dommett, Ian Devonshire


$25.95

Understanding Learning and Motivation in Youth: Challenging Policy and Practice Noemi Katznelson, Niels Ulrik Sørensen, Knud Illeris


$62.00

Ways of Learning: Learning Theories for the Classroom, 4th Edition Alan Pritchard




22

Coaching Psychology in Schools: Enhancing Performance, Development and Wellbeing Mark Adams


$56.99

Developmental and Educational Psychology for Teachers: An applied approach, 2nd Edition Dennis McInerney, David Putwain


$52.99

Professional Learning, Coaching & Mentoring

Coaching Psychology for Learning: Facilitating Growth in Education Qing Wang


$56.99

Practitioner Enquiry: Professional Development with Impact for Teachers, Schools and Systems George Gilchrist


$41.99

Teacher Leadership in Professional Development Schools Jana Hunzicker


$133.00

Reflective Practice: Writing and Professional Development 5ed Gillie E J Bolton and Russell Delderfield


$69.00

The Mentor’s Way: Eight Rules for Bringing Out the Best in Others Rik Nemanick


$77.99

Living Contradiction: A teacher‘s examination of tension and disruption in schools, in classrooms and in self Sean Warren and Stephen Bigger


$48.99


How to be a Brilliant Mentor: Developing Outstanding Teachers, 2nd Edition Trevor Wright


$41.99

50 Top Tools for Coaching: A Complete Toolkit for Developing and Empowering People, Fourth Edition Gillian Jones and Ro Gorell

Publication Date: Mar -18

$69.99


23

Mentoring in Action: Guiding, Sharing, and Reflecting With Novice Teachers: A Month-by-Month Curriculum for Teacher Effectiveness 2ed Carol Radford


$79.00

Supervision and Coaching: Growth and Learning in Professional Practice Hilary Cochrane, Trudi Newton


$52.99

Using Emerging Technologies to Develop Professional Learning Jean Murray, Warren Kidd



Professional Learning, Coaching & Mentoring

Impact Coaching: Scaling Instructional Leadership Raymond Smith and Julie Smith


$83.00

Instructional Coaching in Action: An Integrated Approach That Transforms Thinking, Practice, and Schools Ivan Charner, Elliott A Medrich, Bruce P Eisenberg and Ellen B Eisenberg


$39.95

Strength-Based Leadership Coaching in Organizations: An Evidence-Based Guide to Positive Leadership Development Doug MacKie


$76.00

The Future of Coaching: Vision, Leadership and Responsibility in a Transforming World Hetty Einzig


$52.99

Using Quality Feedback to Guide Professional Learning: A Framework for Instructional Leaders Shawn Clark and Abbey Duggins


$73.00


24

School Culture & Improvement

Creating Thinking Classrooms: Leading Educational Change for This Century Garfield Gini-Newman and Roland Case


$69.00

Authentic Teaching and Learning for PreK–Fifth Grade: Advice from Practitioners and Coaches Angela Salmon


$54.99

Human Side of Changing Education: How to Lead Change With Clarity, Conviction, and Courage Julie Margretta Wilson


$69.00

How to Be a Peaceful School: Practical Ideas, Stories and Inspiration Anna Lubelska


$32.99

Learning without Fear: A practical toolkit for developing growth mindset in the early years and primary classroom Ruchi Sabharwal and Julia Stead


$45.99

The Character Conundrum: How to Develop Confidence, Independence and Resilience in the Classroom Matt Lloyd-Rose


$35.99

Wonder Wall: Leading Creative Schools in an Age of Complexity Peter Gamwell and Jane Daly


$56.99

An Educator’s Guide to Schoolwide Positive Behavioral Inteventions and Supports : Integrating All Three Tiers Jason E Harlacher


$39.95

Building Great School Board-Superintendent Teams: A Systematic Approach to Balancing Roles and Responsibilities Bradley V. Balch & Michael T. Adamson


$35.95

Crafting the Feedback Teachers Need and Deserve: A Guide for Leaders Thomas M. Van Soelen




25

School Culture & Improvement

Leadership for Tomorrow: Beyond the school improvement horizon Malcolm Groves, Andrew Hobbs and John West-Burnham


$61.00


Creating a Culture of Reflective Practice: Capacity-Building for Schoolwide Success Pete Hall & Alisa Simeral


$42.95

Hard Conversations Unpacked: The Whos, the Whens, and the What-Ifs Jennifer Abrams


$56.99

Inspiring School Change: Transforming Education through the Creative Arts Christine Hall, Pat Thomson


$62.99

Managing and Improving School Attendance and Behaviour: New Approaches and Initiatives Ken Reid


$77.99

School Culture Recharged: Strategies to Energize Your Staff and Culture Steve Gruenert & Todd Whitaker


$39.95

Shared Leadership: The Essential Ingredient for Effective PLCs Terry Wilhelm


$77.00

The NEW School Rules: 6 Vital Practices for Thriving and Responsive Schools Anthony Kim and Alexis Gonzales-Black


$64.00


26

Science, Technology, Engineering, Art & Mathematics

From STEM to STEAM: Brain-Compatible Strategies and Lessons That Integrate the Arts 2ed David Sousa and Thomas Pilecki


$69.00

Messy Maths: A Playful, Outdoor Approach for Early Years Juliet Robertson


$35.95

Making Every Science Lesson Count: Six Principles to Support Great Teaching and Learning Shaun Allison


$29.95

Creating a STEM Culture for Teaching and Learning Jeff Weld


$49.95

Engineering Instruction for High-Ability Learners in K-8 Classrooms Alicia Cotabish, Debbie Dailey


$42.95

No Fear Coding: Computational Thinking Across the K-5 Curriculum Heidi Williams


$49.95

The Young Artist as Scientist: What Can Leonardo Teach Us? Mary Jo Pollman


$42.95

Stepping Into STEM Middle Years: A Guided-to-Independent Approach to STEM-Based Learning Robert Smith


$49.95

Creative Writing in Science: Activities That Inspire Katie Coppens


$39.95


Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners Alison L. Bailey, Carolyn A. Maher, Louise C. Wilkinson


$83.99


27

Success with STEM: Ideas for the classroom, STEM clubs and beyond Sue Howarth, Linda Scott


$54.99

Teaching Creative Thinking: Developing learners who generate ideas and can think critically Bill Lucas, Ellen Spencer


$32.95

Teaching Science to Every Child: Using Culture as a Starting Point, 3rd Edition John Settlage, Sherry A. Southerland, Lara K. Smetana, Pamela S. Lottero-Perdue, John Settlage


$79.99

Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms Shelley Goldman, Zaza Kabayadondo


$71.99

Teaching Primary Science, 3rd Edition: Promoting Enjoyment and Developing Understanding Peter Loxley, Lyn Dawes, Linda Nicholls, Babs Dore


$58.99

The Age of STEM: Educational policy and practice across the world in Science, Technology, Engineering and Mathematics Brigid Freeman, Simon Marginson, Russell Tytler


$69.99

STEM Shift: A Guide for School Leaders Ann Myers and Jill Berkowicz


$62.00

The STEM Coaching Handbook: Working with Teachers to Improve Instruction Terry Talley


$48.99

Science, Technology, Engineering, Art & Mathematics


STEM by Design: Strategies and Activities for Grades 4-8 Anne Jolly


$48.99

Preparing Educators for Arts Integration: Placing Creativity at the Center of Learning Martha Barry McKenna & Gene Diaz


$49.95


28

Teaching & Pedagogy

Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners Jessica Hockett & Kristina Doubet


$42.95

Being a Teacher: Teaching and Learning in a Global Context Lucy Cooker, Tony Cotton, Helen Toft


$41.99

Five Teaching and Learning Myths - Debunked: A Guide for Teachers Adam M. Brown & Althea Need Kaminske


$46.99

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Recent changes to the National Quality Framework (NQF) strive to improve quality outcomes for children and to streamline implementation of the 2018 National Quality Standard (NQS). ECEC leadership academic Jillian Rodd (2013, pp. 182-198) has outlined a number of key strategies for effectively leading through change:

Anticipate the need for change

Assessing the gap between present and future needs is a leadership skill. Effective leaders are aware of impending external influences, such as changes to the NQF, as they connect with communities of practice, professional support organisations, and recognised authorities such as ACECQA. Networking and professional development are usual professional practices to diagnose any internal needs for change, for example, the need for a policy change following critical reflection on current practice. Skilled leaders are proactive in anticipating the impact of change; as change agents they then plan, prioritise, and manage the change process.

Reduce barriers to change

Reactions to change, such as uncertainty, stress and conflict, can foster resistance and create barriers to implementing change. For example, staff may perceive the timing and pace of change to be too fast or the magnitude to be too great. Resistance is less likely when change is anticipated and foreshadowed and when leadership is shared or distributive. This leadership style has participation, collaboration and team building at its core and provides a foundation on which to convert resistance to commitment. It is also well-suited to ECEC services.

Keeping staff well informed, inviting feedback, and providing staff with the opportunity to meaningfully contribute to activating change, provides them with ownership and control over change. Feeling in control lowers resistance. Encouraging staff to express concerns, such as perception of an increased workload, and acknowledging these concerns as legitimate, also allows resistance to be identified and actively problem-solved.

Communicate effectively

Communication skills are central to leadership and critical during the change process.

• Ensure staff members clearly understand the need for change begins with accurate and timely communication of the change’s rationale and benefits if engagement is integral to workplace culture.

• Dialogue allows staff to contribute and leaders to clarify issues.

• Active listening skills are essential as they provide understanding of what is important to others.

• Goal setting, delegation, team building and conflict resolution will require further communication skills as change is resourced and implemented.

Resource implementation

Change implementation requires resourcing support.

• Training and the scaffolding of new policies, procedures and practices will support staff in developing confidence as they implement change in a stepwise manner.

Leading Change in the Early Childhood SettingChange can challenge organisations and be resisted by individuals. Leading through change is a key

responsibility of early childhood education and care (ECEC) leaders, and is particularly important in light of the dynamic ECEC sector and the fundamental principle of ongoing quality improvement.


‘To inspire and influence, leaders need to be effective communicators.’

Manjula Waniganayake

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Leading Sustainable Change

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Leading change in your School: A sustainable process

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Editorial

Special Edition: Master Teachers Leading Learning Special Edition Guest Editor: Professor Karen Trimmer Faculty of Business, Education, Law and Arts, University of Southern Queensland, Toowoomba, Queensland, Australia Editors:DOROTHY ANDREWS & MARIAN LEWIS

ArticlesMaster Teachers as Leaders in School-Based Action Research KAREN TRIMMER, JENNY DONOVAN, YVONNE S. FINDLAY & KAMARIAH MOHAMED Project Think Board Builds Evidence for a Problem Solving Instructional Strategy and Highlights the Importance of Leadership from the Middle SARAH MATHEWS Making an Impact Where It Matters: Reflections of a Master Teacher Leading Learning with a Numeracy Focus MARK HANSEN Professional Learning Community: A Cluster School Approach ZARAH-RAE BUDGEN Mastering Action Research in a Year Two Classroom to Improve the Quality of Specific Genre Writing: Creating an Effective Ripple KYLIE WESTLAKE Leading Secondary Teachers’ Understandings and Practices of Differentiation Through Professional Learning THOMAS FRANKLING, JANE JARVIS & MICHAEL BELL Willing to Lead: The Dual Role of Principal and Religious Education Coordinator in Small Rural Catholic Schools ANGELO BELMONTE & RICHARD RYMARZ

Book ReviewAction Research in Education: A practical guide S. E. Efron & R. Ravid YVONNE S. FINDLAY Volume 23

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Leadership In Action


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APR 202018L EADERSHIP

IN ACTION


To be effective, a school leader needs a clear understanding of who they are as a leader and why and how they lead. This could be called the leader’s ‘manifesto’, and it should be understood by those he or she leads.

Hunter (2017) addressed a set of values and beliefs for the teaching profession. There is also value in a personal statement of professional beliefs.

Every leader needs a personal manifesto-something that lets everyone know their views, their thoughts, and their beliefs and intentions. When you create your manifesto, you instil a sense of transparency that makes it easy for others to respect, emulate and trust you (Daskal, 2018).

Develop your manifesto

There are several ways in which you might develop your manifesto.

1. Create a statement by answering questions such as these:

• Who are you as a leader? What do you stand for?

• What is your leadership purpose? Can you express it in less than 20 words? Begin the sentence with your name.

• What are the five key responsibilities or activities which are fundamental to achieving that purpose.

• What are your leadership values? How are these reflected in your philosophy of schooling and your leadership role?

• What are the priorities for the use of your time?

2. Structure a statement around key aspects of leadership:

• The purpose of leadership …

• The role of leadership …

• The measure of leadership …

• The tools of leadership …

• The character of leadership …

3. Compile a set of statements about leadership which have struck a chord with you over the years, and to use those to frame your own statement; e.g.,

• Leadership is influence. So I …

• A leader is one who knows the way, goes the way, and shows the way. So I …

• Leadership is the capacity to translate vision into reality. So I ….

• A leader is a dealer in hope. So I …

• You don’t need a title to lead. So I …

4. Create a personal conceptualisation of leadership. Caldwell and Harris (2008, p. 10) argue that the responsibility of all those who lead the school is to build intellectual, social, spiritual and financial capital; Ridden and De Nobile (2012) describe key concepts in leadership that could be used to frame a manifesto.

However it is created and structured, it is important that your manifesto is succinct, able to be recalled by you (without notes), able to be read to others in a few minutes and able to be understood by them. Most importantly, it must be personal. It is not a thesis about leadership, nor a set of leadership ideas cobbled together. It must define who you are, why and how you lead, what you seek to achieve through your leadership. Test your manifesto with some critical colleagues.

Having created a manifesto for your leadership:

• Assess which of your actions are consistent with your manifesto and which are not; e.g. consider how your time is spent with how it should be spent; ask colleagues what leadership values they believe you exhibit and compare this with your manifesto.

Creating a Manifesto for LeadershipWhy are you, or why do you aspire to be, a school leader? What do you consider to be your attributes and

values as a leader? How do you lead? How would you articulate your leadership manifesto?

‘The responsibility we have as leaders is to discover our own enlivening ‘breath’ so that we can awaken and remind those we work with of theirs.’

J Hurley

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Management In Action


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APR 202018MANAGEMENT

IN ACTION


A disciplined dialogue is a focused conversation based on reason and values, stimulated by helpful qualitative and quantitative data. It is not trivial, trite, piecemeal nor sporadic; not irrationally based on stereotypes or hearsay; not derogatory, censuring, destructive nor coercive. It is positively focused on the moral purpose of schooling and is all-embracing (Swaffield & Dempster 2009).

Successful disciplined dialogue

These should be conducted within a framework of three generic questions:

• What do we see here?

• Why are we seeing what we are seeing?

• What should we be doing about this?

These give rise to specific questions that need to be asked when looking at data sets, starting with:

• Is this data appropriate and sufficient evidence for us to plan for and demonstrate ongoing and sustainable improvement?

This in turn leads into further investigation that go to the heart of the reason for collecting the data in the first place, such as:

• Why did we collect this data?

• Can this assessment be used to demonstrate outcomes or to plan for improvement, or both?

• Who are the results for?

• Who takes responsibility for these results?

This enables stakeholders to engage in an interrogation of the data at the whole school, year or class level, or for an individual child. All of which, while discrete, may be inter-related.

Working effectively with data

The interrogation amounts to little if the data is not explored in depth with the intent of establishing what has been achieved to date, what still needs to be done and how this will be achieved. Key to this are questions such as:

• Do these results confirm our expectations and judgements?

• Are these results consistent with previous years? If not, why not?

• Did we achieve our targets? Have we set the right targets?

• What patterns can we discern from these results?

• Are we adding value to each student’s performance? How do we know?

• Are these results mirrored in other areas of learning? If not, why not?

• Are there individual students or sub groups who are missing out based on this evidence?

• Can we predict future results based on this or another data set?

• What are the implications for the way we organise the school and the way we teach?

Disciplined Dialogue - Structured Data-informed Conversations

A disciplined dialogue enables school leaders, teachers and the other stakeholders to assess past performance and to plan for the future. It’s a structured conversation about the whole-school, a year level, a particular class

or individual student’s qualitative and quantitative data recorded and analysed over a period of time. It’s a conversation about the moral purpose of schooling: student learning and performance.

‘Without data, you’re just another person with an opinion.’

Eckhart Tolle

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Teaching In Action


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APR 202018


Creating the context

How do teachers, school leaders and teams foster a culture where everyone is invested in the future of the school? A culture in which speaking up about concerns is everyone’s responsibility, and ultimately, teachers’ voices are valued in decision making.

Some do’s and don’ts

Do

• regularly seek out the opinions of, and be prepared to learn from, others

• canvass diverse views across culture, ethnicity, gender, and so forth

• foster one-on-one, informal conversations, to help team members feel safe about raising uncomfortable topics

• let people know you are invested in, listening to, and learning from them

• take collaborative ownership of decisions once made

• address why teachers may not speak up at meetings: what exactly are they afraid of?

• offer alternative ways for teachers to contribute, e.g. set up a Google document for brainstorming solutions to particular issues.

Don’t

• dismiss opinions that differ from yours or be afraid to ask questions

• allow cultural norms to develop of ‘what not to say’

• be afraid to bring up tough topics; show commitment and so will others

• provide last minute agendas – allow team members to be prepared for meetings

• allow data and evidence alone to determine direction – listen to experience.

The language of learning

The more you, or your team, are on top of ‘teacher talk’, i.e. the vocabulary teachers use and the language of the profession, the easier it is to share expertise and collaborate on decisions.

As a teacher, you should:

• engage with professional development; look for those opportunities to increase your understanding of policy, research and public opinion

• take on professional reading to develop your ‘discursive resources’ and stay abreast of policy and practice shifts

Teacher Voice: How to Get ‘a Seat at the Table’Whether decisions are being made on PL, curriculum, or school environment, teachers need to have a voice in

how to improve teaching and learning. As a professional, they need to have ‘a seat at the table’.

Quaglia (2017) found that a majority of teachers (90%) have enough belief in themselves to set goals for the future and take steps to reach those goals. Yet, less than 60% of teachers felt confident in voicing their honest

opinions and concerns in a school environment, and only 53% felt they had a voice in decision making.

‘Teachers … need more than an opportunity to voice their ideas, they need a seat at the decision-making table - real opportunities to influence the learning environment…’

Russell Quaglia

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Technology In Action


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APR 202018T ECHNOLOGY

IN ACTION


Before you dive in…

Carolyn O’Hara of the Harvard Business Review outlines the critical first step of the storytelling process, digital or otherwise - ask yourself, ‘Who is my audience, and what is the message I want to share with them?’ Consider how the digital story you disseminate to colleagues to gain their support of a new initiative would take a very different shape to the digital story you might communicate to parents at a student graduation ceremony. Think about which tool you anticipate your audience would use when accessing your digital story. If via a smartphone, be sure to choose a digital storytelling tool that creates a great experience for users on mobile devices.

Activate the senses

One of the most significant advantages of digital storytelling is the capacity to integrate media - videos, image, music, soundscapes and so on - throughout the experience. Find inspiration from digital storytellers outside of education to develop your understanding of this media. The Australian Broadcasting Corporation’s Digital Story Innovations team, for example, ‘combines the disciplines of data analysis, visualisation, interactive design and motion graphics,’ to ensure their messages effectively engage digital audiences - their model is a great place to begin. It is important to note that you don’t need to be an expert in these specialisations to craft your own highly professional digital stories - many contemporary digital storytelling apps have simple drag and drop versions of these that you can integrate. Start with the freely available options until you establish a sense of what

works for you. Remember that less is more when it comes to the use of ‘digital bells and whistles.’

Optimising impact

Mary Pedersen from AdAge notes that if you have not fully engaged your audience after the first 30 seconds, you’ve likely lost 33% of your prospective viewers, and after one minute, 45% of viewers have stopped watching. It is very much the same situation for digital stories. It is critical, therefore, that the initial sequence of your digital story ‘hooks’ your audience. Pedersen recommends that if your story is action-oriented (i.e. you want your audience to do something), state that call to action within the first 10 seconds. Many of the household name platforms and apps will provide you with analytics you can use to monitor user engagement. By monitoring and reflecting on this data regularly, you will gain insights about your audience that you can use to improve your digital storytelling in the future.

Thoughtfully sharing your story

Be sure to review the final product prior to uploading it – unlike a typical presentation, there’s a high likelihood the digital story will ‘live on’ somewhere on the Internet, be it YouTube or via your school’s social media presence. Your digital story is also an opportunity to reinforce your institution’s vision and branding. Seek feedback from focus groups or trusted colleagues prior to release if you want to determine the clarity or impact of your message on the audience.

The Art and Science of Digital Storytelling The emergent world of digital storytelling offers educators a range of unique opportunities to improve the experience using multiple modalities, interactivity and analytics. How best can one take what is great about

your story and ensure it translates effectively into a digital space?

The critically acclaimed screenwriter and producer, Robert McKee, once famously said that, ‘Storytelling is the most powerful way to put ideas into the world today.’ In the digital age, the capacity to create compelling

stories with the potential to engage a global audience literally lies in the hands of anyone with access to a mobile device.

‘The most powerful person in the world is the storyteller. The storyteller sets the vision, values and agenda of an entire generation that is to come.’

Steve Jobs

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Wellbeing In Action


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APR 202018


In his 2009 book Last Child in the Woods: Saving Our Children from Nature-deficit Disorder, Louv highlights the importance of children being actively engaged in unstructured outdoor play as a necessary part of development. Research shows that time spent outside in the natural environment benefits both children and adults, and has been positively linked to:

• improved mental health, particularly regarding depression and anxiety

• enhanced physical wellbeing such as reducing blood pressure, heart rate, muscle tension and weight control

• reduced levels of stress, improved resilience and improved attention span (Chevalier et al. 2012; Coles 2016; Gov. UK 2016; Pearson & Craig 2014).

Outdoor learning and programs

There are various ways school leaders can physically organise the school environment to provide spaces for outdoor learning, and support programs that engage an individual classroom or the whole school community. These include:

• ‘World Environment Day’ (Tuesday June 5, 2018)

• ‘Outdoor Classroom Day’ (1 November 2018)

• ‘Walk Safely to School Day’ (May 18, 2018)

• signing up for ‘30 Days Wild’

• planting a garden

• building an outdoor learning space that may be used for students and for after school staff meetings

• identifying existing walking/bike tracks and creating new ones

• providing outdoor equipment, including adult equipment for teenagers and staff

• creating quiet reflection spaces - possibly with WiFi.

According to Cheryan et al. (2014) the indoor learning environment impacts student achievement. The indoor environment also influences overall wellbeing, and productivity levels of staff and students. Areas to consider when creating a naturally healthy indoor environment include:

• Air quality - air flow, the use of air conditioners, paint, plastics, and cleaning chemicals, as well as seasonal colds/germs, impact health and wellbeing. Incorporating natural elements indoors, such as potted plants, has been found to:

- increase attentiveness

- raise job satisfaction and productivity (staff)

- increase student performance (students)

- promote a sense of belonging

- lower levels of anxiety and stress

- reduce sickness and absences (The Benefits of Plants in Schools and Educational Facilities n.d.).

• Temperature and humidity levels - variation in indoor temperature and humidity has physical side effects, such as dry eyes and reduced immunity, and impacts teaching and learning. Cheryan et al. (2014) recommend 20 to 23.3°C as the optimal temperature in a classroom.

• Lighting - natural light is preferable, either windows or skylights, or using blue-enriched light, to connect people with the natural body cycle.

Other strategies that school leaders and educators may implement to support positive indoor natural learning environments are:

• displaying photos of outdoor environments and outdoor excursions and learning

• decluttering - promotes organisation and sense of calm

The Environment That’s Naturally Good for YouThe environment in which people live and work directly impacts their wellbeing and productivity. In 2017 the

Australian Curriculum, Assessment and Reporting Authority launched the Curriculum Connection resource stating that ‘Experiences in natural environments promote personal growth and development, and health and wellbeing’ (ACARA 2017). Educators are tasked with integrating the natural environment into their teaching practice. School

leaders are tasked with supporting a naturally healthy indoor and outdoor learning and teaching environment.

‘Much of the evidence of the health and wellbeing benefits of nature does indeed highlight the ‘restorative’ effect that natural environments can have on humans.’

Bragg and Atkins

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Resources In Action Pack of 6 Fortnightly Publication Series: Transform Your Ideas into Practice

6 Issues per fortnight: Teaching, Leadership, Technology, Management, Wellbeing, Early Childhood.

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The Australian Early Development Census (AEDC) is a reliable measure of young children’s developmental health and wellbeing and is a key tool to identify strengths and vulnerabilities of children at this critical time. Early childhood education and care (ECEC) leaders can use this valuable data to inform programming, planning and quality improvement and to strengthen support of children and families through community partnerships.

What does the AEDC tell us?

The AEDC is a nationwide data collection or census of children in their first year of full-time school which measures childhood development areas. The data collection is carried out every three years. It provides evidence on how children are developing, what is being done well, and what needs to be improved to support the needs of children, families and communities. A population-based measure, it provides publicly available data at four different geographic levels: local community (e.g. a suburb), community (e.g. a local government area), state/territory, and national.

The AEDC reports on the percentage of ‘developmentally vulnerable’, ‘at risk’ and ‘on track’ children across five key developmental domains linked to the predictors of good adult health, education and social outcomes. Each of the five domains is also broken down into sub-domains. In 2017, the Multiple Strength Indicator (MSI), a measure of children’s developmental strengths, was also introduced. This three-level indicator focuses primarily on strengths in social and emotional development, literacy skills, and communication skills at school entry.

Accessing relevant AEDC data

• Collate and map the home address/es of children to identify your service’s geographical scope.

• Input the geographical identifiers (for example, suburb name or local government area) into the interactive, visualisation tool – the AEDC Data Explorer – to generate data, a MSI Community Summary, and broader community, state and national contextual data.

• Refer to user guides and state and territory coordinators for support.

Putting the AEDC into practice

The AEDC enables responsiveness to the specific needs of children in a local community. The common AEDC language and data also supports collaborative partnerships with families, schools, communities and government to plan and implement strategic programs to:

• Respond to community vulnerabilities Addressing identified community vulnerabilities with collective and targeted resources can have sustained benefits. When ECEC services build relationships and work with community partners to implement strategic initiatives, you strengthen the support network around children through their early years and into school.

• Support transition to school As 2015 AEDC data reveals, 22 per cent of children enter school with some developmental vulnerability, successful transition from an ECEC service to school is therefore vital. Partnerships informed by AEDC data can support transition with strategic programs, collaborative practices, coordination and integration of services, and shared resources.

• Inform your Quality Improvement Plan (QIP) AEDC data provides a key input to a service’s QIP, as it can identify strengths and guide improvements that a service may work toward.

‘The AEDC informs what we are doing. It makes us think about how we can extend the children’s learning and challenge them further.’

Jannelle Gallagher

Using AEDC Data to Strengthen Meeting Community Needs

The importance of early childhood to lifelong learning, development, wellbeing, education and economic outcomes has a strong evidence base, with the quality of early experiences and environments forming a

blueprint for the future.


APR 062018L EADERSHIP

IN ACTION


Situation

Change is a constant. However, it affects each person differently according to real or perceived personal and professional loss, and in doing so impacts on the rate of take-up which is often a trade-off between the long and short term.

Further, one person may see the change as merely a variation of current practice while another may see it as being asked to do something significantly different. Marzano et al. (2005) refers to this as the difference between ‘first’ and ‘second-order’ change. It’s not the change itself that matters, but the implications of the change for those charged with carrying it out.

The type of change also adds to the ‘jagged edge’ effect.

• Operational change (e.g. the automation of notification of absences) impacts on day-to-day activities, and is typically felt at the lower levels; whereas the upper levels may never notice them in their daily work.

• Political change (e.g. restructuring) impacts on policy and structure as part of partisan politics or internal power struggles and is typically felt most at the higher levels and is rarely noticed by those working at the lower levels.

• Strategic change (e.g. moving to online courses) impacts on service direction.

• Cultural change (e.g. inclusivity and service focus) impacts on values and beliefs and is typically felt across the board.

Solution

Implementing change takes time and constant attention until the new ways of working are ingrained in people’s habits. Managing the resistance and converting it into commitment and enthusiasm must be a planned process.

• Identify the roles of those involved, being careful to recognise multiple roles, and constantly monitor whether roles are changing.

• Provide time for staff to learn new practices. Change requires effort to learn the new, and can take time and energy from other tasks.

• Make a convincing case for the advantages of the change. Although some may welcome the learning opportunity, many won’t want to invest in it unless they see overwhelming reasons to do so.

• Gain the support of middle management. Change initiatives often result in shifts to their personal and organisational status, and if they resist it can be the undoing of the change before it starts.

• Ensure people feel good about themselves. People like to take pride in their work, feel responsible for a job well done, feel they are part of a quality organisation, and that their contribution is valued.

• Accept that some will move ahead faster than others, but don’t accept saboteurs; work closely with them to minimise their concerns and influence, while maximising their take-up.

Leading Change: The Jagged EdgeThe implementation of change almost always occurs in an uncertain, ‘jagged edge’ manner. This is due to

behavioural factors such as low psychological ownership, lack of confidence and fear of the unknown, which if left unaddressed have the potential to derail everything. However, effective leadership can sharply reduce

behavioural resistance and improve the acceptance and application of a new way of doing things.

‘It’s easy to change the things that nobody cares about. It becomes difficult when you start to change the things that people do care about - or when they start to care about the things that you are changing.’

Lorenzi and Riley

APR 062018MANAGEMENT

IN ACTION


Key concern

The overarching concern when managing critical incidents is that the highest priority is given to the best interests of the student/s affected. All else, while important, comes second.

What constitutes a critical incident?

A critical incident need not be a dramatic event: usually it’s something which makes you stop and think about its impact on people.

Each system has a definition of what constitutes a critical incident, but generally it is any event that:

• poses a risk to the health, safety or wellbeing of one or more students or staff

• requires the school to close, lockdown, or reduce the number of students or staff attending

• involves death, or life-threatening injury of a student or staff member, either at the school or following an incident that occurred at the school, or through a related school-based activity or circumstance.

Critical incidents also arise from:

• any allegation of current or past sexual and non-sexual abuse against a student by a staff member or student or other person within the school community

• formal warnings or dismissal of a staff member for a breach of the Code of Conduct.

Required action

Every school should have a documented critical incidents policy together with procedures that cover prevention, response and recovery. This includes risk assessment, mitigation, and recording and communicating with stakeholders and appropriate authorities. The steps within each must be well known to all staff and form part of their daily practice.

The policy and procedures should:

• be fully supportive of, and consistent with, the school’s child-safe environment arrangements including policies and procedures developed to prevent the occurrence of any form of child abuse

• include specific reference to boarding facilities benchmarked against contemporary best practice as determined by a relevant peak body, such as the Boarding Standard for Australian Schools and Residences

• address risks associated with bushfires and catastrophic weather events appropriate to the context of the school. The appointment of an independent consultant to provide a management plan can assist in this as mitigation and response planning requires specific expertise - with bushfires in particular

• articulate who, when, how and what will be communicated to parents, staff, students and media – the engagement of a communications consultant to develop a plan is advisable

Planning: The Key to Managing Critical IncidentsSchools, like all organisations, are likely to be subjected to critical incidents and when they are they need to be ready to act to ensure the safety and welfare of everyone who might be affected by it. Critical incidents, no matter how minor in the eyes of some, have the capacity to cause serious harm to people and the good standing and reputation of the school, so a contingency management plan is essential to mitigate the risk.

‘The safety of the people shall be the highest law.’

Marcus Tullius Cicero

APR 062018


Active listening

One reason why teachers need to talk less is because it is important to listen. Listening allows the teacher to learn more about what the student knows and understands, and is integral to creating genuine dialogue between the teacher and student.

Listening actively also involves:

• clarifying students’ interpretations, restating what they have said and using comments or questions to help them refine their explanations

• pausing and giving students adequate wait time to think about and clarify their thinking and answer questions meaningfully.

Questioning

Teacher questioning impacts the level of talk produced in the classroom. When shaping a productive classroom discourse, teachers should consider:

developing and embedding core knowledge/new ideas by:

• relying more on low level questioning, such as rote, recitation or closed questions

• using simple Initiate-Response-Evaluate (IRE) strategies that aim to draw a single ‘best’ response from learners

stimulating deeper learning by:

• incorporating high level questioning into lessons, i.e. asking ‘authentic’ or open-ended questions for which the teacher does not have a pre-specified or implied answer

• asking ‘why’ questions that push students to give reasons for their views or to support their opinions

• using probing questions to encourage students to explore past their initial responses and connections in making meaning

• regular ‘uptake’ – using student responses to form subsequent questions.

Frameworks and taxonomies for learning

Teachers must plan for deep thinking and learning. Using frameworks, curriculum or taxonomies (such as SOLO, Dialogic Teaching, Oracy21 etc.) teachers can identify how students may be progressing from surface level to deep knowledge.

Teachers can use frameworks for learning to:

• consider the details they want to highlight on the topic and construct appropriate questions

• provide students with a criteria for success at each level of learning

From Monologue to Dialogue: Building a Repertoire for Effective Classroom Talk

Classroom talk is closely linked to learning outcomes, especially when the proportion of student to teacher talk is high. A number of researchers have identified however, that ‘teacher talk’ takes up to 70% to 80% of classroom talking time; too much teacher monologue can result in lower levels of engagement for students.

So what are some strategies and practices teachers can build into their teaching repertoire to shape productive classroom talk? A discourse in which everyone is engaged in dialogue, and students can move from surface to

deep learning.

‘Do we provide and promote the right kind of talk; and how can we strengthen its power to help children learn even more effectively than they do?’

Robin Alexander

APR 062018T ECHNOLOGY

IN ACTION


What are macros

Macros are ‘a single instruction that expands automatically into a set of instructions to perform a particular task.’ Simply put, macros are basic ‘if, then’ logic at work: if the user inputs a particular sequence into the computer, then the computer will automatically respond with a particular output. So how do we put this to use in our school context to rein in an overflowing email inbox?

Macros explained

Consider how many times a teacher might spend writing emails to parents regarding students who have failed to complete their homework. After opening the macro software, a macro could be designed where a generic homework response is generated when the user types ‘hm’ (these are often referred to as ‘snippets’) into the composing window of their email client and has the email ready to go. In terms of time saved, reduction of errors and consistency of messaging, the benefits are significant: a common set of macros can empower staff to engage in electronic communication more efficiently and with greater confidence in the knowledge that they are ‘on message’ with their school community.

Getting it right

The challenge of getting macros ‘right,’ then, lies in ensuring that the limited input of the macro realises the maximum output of the intended message, and that there is consensus at the staff level around the language that is used. While setting up a system of macros across a school requires an initial investment of time and energy, the benefits are quickly repaid.

There can be little doubt that accessing a thoughtfully-worded email in a few keystrokes is preferable to drafting a new message every time, or wading through previous sent items to copy and paste.

Getting started

Those charged with the responsibility of setting the direction for technology in their school would do well to reflect on the following before making any significant decisions:

• The most common technologies and platforms used by staff in their school.

• The ease with which staff can create/edit/import/export macros.

• Whether the software (particularly free software) is limited to a certain number of macros.

• Whether the software will sync across devices so that staff can access macros from whichever tool they happen to be using at the given time.

Macros in the school context: generating buy-in and leading the way

Because macros (in their simplest form, at least) generate a generic response, it makes a lot of sense for schools to embed them in their communication practices where consistency is key – communications around school policy is a great place to start. Consider the following approach:

• Bring the relevant members of your school staff or team together to collaborate.

Using Macros to Manage Digital Distraction and Overload

As the world of education becomes increasingly connected, so does the amount of time we spend communicating electronically through platforms like email. Text-based macros can develop the quality, efficiency and consistency of your professional email communications – irrespective of your role in your

school. From a human resources perspective, there are significant productivity costs attached to our continual immersion in email. Dr Gloria Mark, who studies digital distraction at the University of California estimates that

‘it takes an average of 23 minutes and 15 seconds to return to an original task after disruption.’

‘Working smart means wringing maximum production from your work schedule. It’s coming up with new ideas to bring that about.’

Robert Terson

APR 062018


Sleep experts (Adams et al. 2016; Huffington 2018; Walker 2017) claim sleep can impact:

• healthy weight management

• the onset of type two diabetes and cancer

• heart health and brain health

• energy levels and the immune system

• creativity and resilience

• capacity to create memories and make links to enhance learning.

Adequate sleep is measured by the length and quality of sleep a person has each night. Recent research (Adams et al. 2016) highlights that inadequate sleep is common across all age groups, with 33-45% of Australian adults having inadequate sleep. Stimulants such as caffeine, alcohol and nicotine, and the use of screen-based equipment before bedtime have a detrimental effect on sleep. Stress and recurring negative thoughts can also impact sleep quality.

The Australian Centre for Education in Sleep (2008) provides useful educational programs and online resources. Staff and students can learn about sleep, including how much sleep they need at different ages, and how their unique body clock works. For example, ‘early birds’ and ‘night owls’ naturally have a different body clock (Walker 2017). By keeping a journal over a period of time, individuals can monitor when they are most energised, when they need to schedule in sleep, and how to positively impact the quality of sleep.

‘35-40% of children and adolescents experience some form of sleep problem during their development. Sleep problems can be:

• intrinsic (come from the inside) and include nightmares, night terrors, bed wetting and snoring

• extrinsic (come from the outside) such as bedtime reluctance, anxiety related insomnia, inability to fall asleep alone or environmental and social problems that get in the way of sleep.’ (Australian Centre for Education in Sleep 2008).

Sleep hygiene is the routine a person engages in to ensure a replenishing night’s sleep. For staff and students this may include:

During the day:

• going out into the sun in the morning

• exercising - ideally in the morning or before the evening meal

• hydrating - water and non-stimulants such as herbal teas

• managing workload and stress levels

• ensuring healthy food options.

The bedroom:

• ensuring the bedroom is clutter and work free so the brain recognises it as a place to relax

• ensuring the bed and pillow are supportive

• trying to use a relaxing scent such as lavender.

Before bed:

• avoiding screens 1-2 hours before bed

• adjusting the bedroom temperature to 18°C - the body’s core temperature needs to lower to this in order to sleep

• relaxing/meditating - for example, the ‘Smiling Minds’ app, read, listen to music, enjoy a warm bath or shower

• reducing distracting sounds using ‘white noise’ or ear plugs.

Vitamin Zzz - Sleep your Way to WellbeingThe length and quality of sleep can impact all other aspects of wellbeing. Understanding why people need to sleep and the impact quality of sleep has on overall wellbeing is a conversation that can benefit staff and

students. The school leadership team can raise awareness of the benefits of sleep and support staff and students through education, ensuring the school setting supports a healthy sleep hygiene routine.

‘We are such stuff as dreams are made on, and our little life is rounded with a sleep.’

Shakespeare, The Tempest

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