International evidence says today’s schooling is out of step with producing students with the skills to survive and thrive in the complex and demanding 21st century. Instead of resilient life-long learners schools are producing dependent, passive high and low achievers who frequently lack resilience and real world intelligence.
Given the current debate over the legitimacy of ideas in Australian society with the impending marriage-equality postal vote, and questions being raised about the right of opposing voices to be heard, this 20 minute video by Malcom Gladwell provides a helpful way for everyone, but especially leaders, to consider their actions, words and role, and to ask how they can cultivate their presence in such a way that people will listen and obey.
Maxwell (2005) states that, " the true measure of leadership is influence - nothing more, nothing less". It is not uncommon for a teacher to identify the ‘leaders’ among a cohort of students by looking to see which students have influence amongst their peers or to notice the climate of a class change when one student with influence is absent. Sometimes, however, it is less obvious where the real influence is in a school community because it may not always reside with positional authority.
One of the themes of Duignan's work is the idea of authenticity: authentic leadership, authentic relationships and authentic learning. George (2003) says that leadership begins and ends with authenticity (Duignan, 2012, p.13), while Sarratt (2004) claims that authenticity can be learnt and built by 'the cultivation of virtues'...
He has been described as a ‘guru’ by Professor John Hattie. No matter what you think of him, Pasi Sahlberg definitely has some helpful insights into education globally. His experience as a teacher and then system leader in Finland, alongside his international work means that people sit up and take notice when he speaks.
When I began reading ‘The Heart of Education’ I was unaware of the extensive leadership experience and influence of Rod West. Like many others, I knew that he had been headmaster of Trinity Grammar School for 20 years. What I discovered, as I read Rod’s life story, was that he was an inspirational teacher and headmaster whose faith was pre-eminent in every aspect of his life. He transformed several schools as he concentrated on relationships with staff and students rather than the process of education. Under Rod’s stewardship 33 teachers have become headmasters.
Duignan argues that a new kind of leadership paradigm is needed to lead authentic learning in twenty-first century schools. Current measures of successful leadership that are based on improvement in educational outcomes for students, focus on the easily measured outcomes that are usually some kind of test score. Such measures fail to adequately capture many things that count but cannot be measured.
The banner of Eric Geiger’s website reads, “The Church is designed by God to create leaders for all spheres of life.”
Anglican EdComm, the Education Commission of the Anglican Diocese of Sydney has announced the appointment of Stephen Kinsella as its next Executive Director. Mr Kinsella, who is currently Headmaster of The Illawarra Grammar School will take up his new appointment in early 2018.
What is gender fluidity, and how do schools and their leaders support and care for students who are lesbian, gay, bisexual, transgender or intersex (LGBTI) in a Godly and loving way, while fulfilling legal obligations and maintaining the integrity of Anglican schools? This was the purpose behind Anglican EdComm’s Governors’ Evening held in November last year, where the leaders and governors of our Anglican schools came together to discuss issues critical to Anglican education and to collaborate in an ongoing sense.