Workshop: Instructional leadership for school improvement (UNSW Sydney)

Event Date: June 21, 2018
Event Time: 9:00-16:00

As part of the School of Education (UNSW Sydney) Professional Learning workshop series, Dr Eacott will be offering a workshop on Instructional leadership for school improvement. bringing his relational approach to the topic, Dr Eacott will explore ways of leading schools that go beyond the orthodox of the field.

Event description

Teaching is the core business of schools. With teaching well recognized as the leading within-school influence on student outcomes, to improve schools requires explicit attention to teaching. This course focuses on how to lead for instructional improvement.

Initially, the day will focus on gaining clarity regarding the purpose of our work as educators. This clarity is the basis from which we can generate and interpret student data, engage with colleagues to improve practice, and evaluate and improve teaching programs for the goal of enhancing student outcomes.

This clarity provides the markers of coherence from which others judge schools. That is, the degree to which a school explicitly articulates its purpose and the level of alignment in their practices to that purpose.

In an era of increasing scrutiny on schools, through clarity and coherence schools can once again generate their own narratives of what they are about and how they deliver on that promise.

Unique selling point

  • Provides an approach to articulating, implementing, and expressing a school’s story;
  • Empowers schools to bring about instructional alignment; and
  • Empowers schools to develop, measures, and express what they are about and how they deliver on that promise.

Purpose of the event

This course works with current and aspiring school leaders to develop a narrative about their school and how they go about delivering on that promise.

Benefit for teachers / educational leaders

  • Provides an approach to bring clarity to what schools are about, focus on how to make a school operationally coherent with its purpose; and a framework to articulate that school narrative.
  • Empowers educational leaders to frame their own story rather than rely on external measures and judgements.