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How to achieve school reform and organisational change has been a
subject of much inquiry and interest by educators, education
systems and academics. This volume advances both conceptual and
methodological knowledge in understanding the cultural changes
required at the school level to develop teachers' collective
responsibility for student learning. The concept of teachers'
collective responsibility is both intriguing and elusive as it
traverses both sociological and psychological aspects of teaching.
Five major but interconnected discourses: professional community;
professional development; relational trust; accountability; and
efficacy map the terrain of this complex phenomenon. Results
reported in this volume provide clear evidence that collective
responsibility is positively correlated the coherence between
professional learning programs and the school's learning goals,
teachers' commitment to enact those shared goals and
teacher-to-teacher trust. In addition, teachers' collective
struggle to address pressing issues for teaching and learning, and
pedagogical leadership, when embedded in the organisational
capacity of a school, form a complex and dynamic set of factors
influencing the development of collective responsibility. Drawing
together these important findings surfaces a need to rethink how
schools, education systems and academics pay attention to what
falls between the cracks for school reform. This book addresses
aspects of school culture that guide the choices in the development
of teachers' collective responsibility. Professional development,
collective struggle, professional community, relational trust and
pedagogical leadership as elements of school culture and
organisational reform are modelled as a continuum of
micro-political conditions interacting at the school level. This
model offers new insights into the complexity of collective
responsibility as a multi-dimensional phenomenon and is a useful
guide to organisational change for school and system leaders and
academics whose research interests are focused on the how of
organisational change.
Education is an essential pathway to bridging the divide in
educational attainment between Indigenous and non- Indigenous
students. In the Australian policy contexts, Indigenous Education
has been informed by a large number of reviews, reports and an
extensive list of projects aimed at improving educational outcomes
for Aboriginal and Torres Strait Islander children. Central to each
has been the investigation of the inequity of access to educational
resources, the legacy of historical policies of exclusion and the
lack of culturally responsive pedagogical practices that impact on
Indigenous student achievement at school. Research on best practice
models for teaching Indigenous students points to the level of
teachers' commitment being a crucial link to student engagement in
the classroom, improvement of student self concept and student
retention rates. Most recently, the Australian Institute for
Teaching and School Leadership (AITSL) has recognised in the
National Professional Standards for Teachers, that practising
teachers must attain skills in working with Aboriginal and Torres
Strait Islander students and their communities. Clearly it is time
for new pedagogical practices in Indigenous education that are
implemented in partnerships with local Aboriginal and Torres Strait
Islander communities. This book reports on a three-year research
based study of action learning in schools that sought to enhance
engagement with local Aboriginal communities, promote quality
teaching and improve students' learning outcomes. The school
studies come from different demographic regions in New South Wales,
Australia's most populous state and showcase the achievements and
challenges; highs and lows; affordances and obstacles in the
development and delivery of innovative curriculum strategies for
teaching Aboriginal histories and cultures in Australian schools.
The findings illustrate that engaging teachers in a learning
journey in collaboration with academic partners and members of
local Aboriginal communities in an action learning process, can
deliver innovative teaching programs over a sustained period of
time. As a result schools demonstrated that these approaches do
produce positive educational outcomes for teachers and students and
enable authentic partnerships with Aboriginal communities.
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