Faculty of Education - Research Publications

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Type: Chapter × Start date: 2020 × End date: 2022 × Author: Acquaro, Daniela ×

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    Challenging Leadership Norms: A New Way of Thinking About Leadership Preparation
    Acquaro, D ; Gurr, D ; English, FW (Springer International Publishing, 2022)
    Images of principals are often of a seasoned educator well into their teaching career, having risen through the ranks, gaining experience in middle- and senior-level leadership, ideally having completed some form of leadership preparation, and given license to lead a school. Their leadership development, most likely self-managed, perhaps including some formal studies, and most certainly including experience in leadership roles, occurs well into their careers as teachers. So, the idea of introducing pre-service teachers to notions of educational leadership in their initial teacher training is far from conventional thinking. This chapter explores new possibilities in leadership preparation arguing that because today’s teacher graduates are entering educational settings that are rapidly changing and increasing in complexity, they need to be prepared for leadership early in their careers. Distributed leadership structures are now commonplace with increasing opportunities and expectations for leadership across all levels. Graduates entering the profession can find themselves leading very early in their careers without any leadership knowledge, experience, or competencies. This chapter challenges leadership norms by rethinking how we prepare teachers for the profession recognizing the need to better equip teacher graduates for the reality in schools, the changing nature of a teachers’ role, and the need to create a pipeline of experienced leaders to lead the schools of the future. After sections describing the changing nature of schools and school leadership, teacher roles, and initial teacher education (ITE), the chapter considers how ITE courses are responding to these pressures through the provision of leadership learning.
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    Leadership Development in Initial Teacher Education
    Acquaro, D ; Gurr, D ; Peters, MA (Springer Nature Singapore, 2022)
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    Concluding Thoughts and Future Considerations on Innovation in School-University Partnerships in Initial Teacher Education
    Bradbury, O ; Acquaro, D ; Bradbury, O ; Acquaro, D (Springer, 2022)
    Throughout the many examples of school-university partnerships presented in this collection, there are multiple models and designs that constitute a partnership. When we began to develop this edited volume, we had insights into how school-university partnerships within initial teacher education were being formed, as well as a clear understanding of key indicators informing effective partnerships. By the final stages of curating this edited collection, inspired by the innovation we were seeing across Australia, more questions arose relating to the fundamental aspects of partnership design. Is a policy framework necessary for a school-university partnership to be successful? Would school-university partnerships be explored without initial teacher education accreditation requirements mandating formal agreements? Do schools initiate partnerships with universities? Should the focus of school-university partnerships centre around the number of pre-service teacher professional placements in schools? This final chapter explores these provocations and poses further considerations in the hope of advancing discussions on successful school-university partnerships.
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    An Introduction to School-University Partnerships—Innovation in Initial Teacher Education
    Bradbury, O ; Acquaro, D ; Bradbury, O ; Acquaro, D (Springer, 2022-10-15)
    School-university partnerships have now become a fundamental foundation of initial teacher education programs across Australia. Firmly embedded in the program standards required to accredit pre-service teacher preparation courses, the importance of these partnerships is widely recognised. Incentivised through policy, the focus on school-university partnerships is front and centre within initial teacher education; however, the emphasis is now shifting towards the quality and sustainability of partnerships. Embedding of successful sustainable partnerships requires a deep understanding of contextual factors that are both unique and common to each partner. Understanding the strengths and needs of each partner creates the necessary conditions for innovation. This chapter introduces this edited collection of Australian school-university partnerships. The contributions are first-hand accounts from those who oversee the school-university partnership within each institution, providing both theoretical and practical understandings of how these partnerships are formed, their function and future considerations for the sustainability of these partnerships. Each contribution is distinct, each showcasing unique approaches to partnership and each demonstrating the transformation emerging from cross-sectoral collaboration.
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    Value of Mentor Professional Learning Through a Digital Micro-Credential in a School-University Partnership
    Lang, J ; Acquaro, D ; Anderson, M ; Mandouit, L ; Wilson, E ; Favero, E ; Marlow, E ; Bradbury, O ; Acquaro, D (Springer, 2022)
    Effective school-university partnerships not only play an important role in improving the quality of initial teacher education but have the capacity to positively impact practice more broadly in schools. This chapter explores an innovative approach to school-university partnerships through the development of a digital micro-credential professional learning program for mentor teachers aimed specifically at building mentors’ understanding of evidence-based assessment to support differentiated teaching practice. Through a narrative inquiry approach and the reflections from participating mentors and partnership leaders, the data analysed suggest that there are positive impacts across the partnership’s actors and ecosystem. The micro-credential provides upskilling of mentors that then improves the level of support to pre-service teachers when using data to differentiate their teaching, a key aim for the program. Yet, there are broader impacts of the program across the partnership, including changing teaching practices within the participating schools and implications for the university’s academics and their work with teachers and pre-service teachers.
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    An Introduction to School-University Partnerships—Innovation in Initial Teacher Education
    Bradbury, OJ ; Acquaro, D ; Acquaro, D ; Badbury, O (Springer Nature Singapore, 2022)
    School-university partnerships have now become a fundamental foundation of initial teacher education programs across Australia. Firmly embedded in the program standards required to accredit pre-service teacher preparation courses, the importance of these partnerships is widely recognised. Incentivised through policy, the focus on school-university partnerships is front and centre within initial teacher education; however, the emphasis is now shifting towards the quality and sustainability of partnerships. Embedding of successful sustainable partnerships requires a deep understanding of contextual factors that are both unique and common to each partner. Understanding the strengths and needs of each partner creates the necessary conditions for innovation. This chapter introduces this edited collection of Australian school-university partnerships. The contributions are first-hand accounts from those who oversee the school-university partnership within each institution, providing both theoretical and practical understandings of how these partnerships are formed, their function and future considerations for the sustainability of these partnerships. Each contribution is distinct, each showcasing unique approaches to partnership and each demonstrating the transformation emerging from cross-sectoral collaboration.
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    Leadership Development in Initial Teacher Education
    Acquaro, D ; Gurr, D ; Peters, MA (Springer Singapore, 2022-07-01)
  • Item
    No Preview Available
    Challenging Leadership Norms: A New Way of Thinking About Leadership Preparation
    Acquaro, D ; Gurr, D ; English, F (Springer International Publishing, 2022)
    Images of principals are often of a seasoned educator well into their teaching career, having risen through the ranks, gaining experience in middle- and senior-level leadership, ideally having completed some form of leadership preparation, and given license to lead a school. Their leadership development, most likely self-managed, perhaps including some formal studies, and most certainly including experience in leadership roles, occurs well into their careers as teachers. So, the idea of introducing pre-service teachers to notions of educational leadership in their initial teacher training is far from conventional thinking. This chapter explores new possibilities in leadership preparation arguing that because today’s teacher graduates are entering educational settings that are rapidly changing and increasing in complexity, they need to be prepared for leadership early in their careers. Distributed leadership structures are now commonplace with increasing opportunities and expectations for leadership across all levels. Graduates entering the profession can find themselves leading very early in their careers without any leadership knowledge, experience, or competencies. This chapter challenges leadership norms by rethinking how we prepare teachers for the profession recognizing the need to better equip teacher graduates for the reality in schools, the changing nature of a teachers’ role, and the need to create a pipeline of experienced leaders to lead the schools of the future. After sections describing the changing nature of schools and school leadership, teacher roles, and initial teacher education (ITE), the chapter considers how ITE courses are responding to these pressures through the provision of leadership learning.
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    The Australian Context: National, State and School-Level Efforts to Improve Schools in Australia
    Gurr, D ; Acquaro, D ; Drysdale, L (Springer International Publishing, 2022)
    Abstract Australia, like many countries, has a history of colonisation and extensive controlled and humanitarian immigration, with this shifting from an Anglo-Celtic emphasis to include, in succession, an emphasis on migrants from Europe, Asia and Africa. This chapter provides several perspectives on evidence-based school development in this changing context. The first focus is on national school-wide improvement initiatives: IDEAS (Innovative Designs for Enhancing Achievements in Schools), which utilises professional learning communities to improve student outcomes; and PALL (Principals as Literacy Leaders) which provides principals with literacy and leadership knowledge to support teachers to improve student reading performance. The second perspective explores the state level through considering work at the Melbourne Graduate School of Education in terms of evidence-based teacher training through the development of a clinical teaching model, and evidence-based school improvement through the Science of Learning Schools Partnership. The final perspective is at the school level, where the development of two schools in challenging contexts are described: the first a school formed from the closure of three failing schools; the second a school that was at the point of closure when the current principal was appointed to turn-it-around.