LEADING LEARNING AND TEACHING

Topic Overview

Major Reference:

Dinham, S. (2016). Leading Learning and Teaching. Camberwell, Victoria: ACER Press.

Note:

For further references for each topic see the endnotes at the end of each chapter of Dinham (2016). Additional references will be provided via the LMS as these arise and during the intensive sessions. You are encouraged and expected to seek out other relevant references to support your learning and to aid in completion of the two assessment tasks.

1. Research Evidence on Teaching for Learning [Dinham, 2016, Part A]

a. What difference do schools make to student achievement?

i. Dinham, S. (2016), chapter 1. ii. "Coleman Report" (Equality of Educational Opportunity, 1966) See

http://www.icpsr.umich.edu/icpsrweb/ICPSR/studies/06389

iii. Wright, S.; Horn, S. & Sanders, W. (1997). 'Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation', Journal of Personnel Evaluation in Education, 11, pp. 57-67.

iv. Reynolds. D., Teddlie, C., Creemers, B., Scheerens, J. & Townsend, T. (2000). ‘An Introduction to School Effectiveness Research’, in Teddlie, C. & Reynolds, D. (Eds.) The International Handbook of School Effectiveness Research. London: Falmer. (pp. 3-25)

v. Marzano, R. (2003). What Works in Schools – Translating Research Into Action. Alexandria, Va.: ASCD.

b. What works best in teaching?: Evidence, myths, ideologies, habits, fads and fashions.

i. Dinham, (2016), chapter 2.

ii. Bransford, J., Brown, A., & Cocking, R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

iii. Scott, C. (2015). Learn to Teach Teach to Learn. Port Melbourne: Cambridge University Press.

iv. Marzano, R., Pickering, D., & Pollock, J. (2005). Classroom instruction that works: Research-based strategies for increasing student achievement. Upper Saddle River, NJ: Pearson.

v. Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact.

vi. Hattie, J. (2009). Visible learning: Synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

vii. Hattie, J. (2012). Visible Learning for Teachers. London: Routledge.

viii. Dekker, S.; Lee, N.; Howard-Jones, P. & Jolles, J. (2012). ‘Neuromyths in education: Prevalence and predictors of misconceptions among teacher’s, Frontiers in Psychology, 3:429, np. Available at:

http://www.frontiersin.org/Educational_Psychology/10.3389/fpsyg.2012.00429/full

ix. Scott, C. (2010). ‘The Enduring Appeal of ‘Learning Styles’’, Australian Journal of Education, 54(1): 5-17

x. Bennett, T. (2013). Teacher Proof – Why research in education doesn’t always mean what it claims, and what you can do about it. Milton Park: Routledge.

xi. Dweck, C. (2000). Self-Theories - Their Role in Motivation, Personality and Development. Philadelphia, PA: Psychology Press.

c. International patterns of student achievement: How do we measure achievement and how and why do these measurements vary?

i. Dinham, S. (2016), chapter 3.

ii. OECD – PISA http://www.oecd.org/pisa/

iii. OECD – ‘Shanghai and Hong Kong’ http://www.oecd.org/pisa/pisaproducts/46581016.pdf

iv. TIMSS and PIRLS http://timss.bc.edu/

v. GEM http://www.gemconsortium.org/

vi. Sahlberg, P. (2012). ‘How Finland Remains Immune to the Global Educational Reform Movement’, Dean’s Lecture Series, University of Melbourne, MGSE, 25th September. http://education.unimelb.edu.au/news_and_activities/events/deans_lecture_series/pasi_sahlberg

vii. Dinham, S. & Scott, C. (2012). ‘Our Asian Schooling Infatuation: the problem of PISA envy’, The Conversation, September. https://theconversation.com/our-asian-schooling-infatuation-the-problem-of-pisa-envy-9435

viii. Berliner, D.; Glass, G. & Associates. (2014). 50 Myths & Lies That Threaten America’s Public Schools. New York: Teachers College Press.

ix. Wilkinson, R. & Pickett, K. (2009). The Spirit Level: Why More Equal Societies Almost Always Do Better. London: Allen Lane.

d. International and national emphases on quality teaching: What value is placed on quality teachers and quality teaching?

i. Dinham, S. (2016), chapter 4.

ii. Dinham, S. (2013). ‘The Quality Teaching Movement in Australia Encounters Difficult Terrain: A Personal Perspective’, Australian Journal of Education, 57(2), pp. 91-106. http://aed.sagepub.com/content/57/2/91

iii. Defining quality teaching, quality teachers: UNESCO Strategy on Teachers (2012-2015) (2012). http://unesdoc.unesco.org/images/0021/002177/217775e.pdf

iv. Schleicher, A. (Ed) (2012). Preparing Teachers and developing School Leaders for the 21st Century. Paris: OECD. http://www.oecd.org/site/eduistp2012/49850576.pdf

v. Rowe, K. (2003). The importance of teacher quality as a key determinant of students’ experiences and outcomes of schooling - Discussion paper prepared for the Interim Committee of the NSW Institute of Teachers. Sydney: NSWIT. http://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/Rowe-The%20Importance%20of%20teacher%20Quality.pdf

vi. U.S. Department of Education. (2011). Our Future, Teachers: The Obama Administration’s Plan for Teacher Education Reform and Improvement. Washington, DC: U.S. Department of Education. http://www.ed.gov/teaching/our-future-our-teachers

vii. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (2008). Melbourne Declaration on Educational Goals for Young Australians. Canberra: MCEETYA. http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

viii. Dinham, S.; Ingvarson, L. & Kleinhenz, E. (2008). ‘Investing in Teacher Quality: Doing What Matters Most’, in Teaching Talent: The Best Teachers for Australia’s Classrooms. Melbourne: Business Council of Australia.

ix. Dinham, S. (2011). ‘Improving the Quality of Teaching in Australia’, Education Canada, 51(1), pp. 34-38. http://www.cea-ace.ca/education-canada/article/improving-quality-teaching-australia

x. Dinham, S. (2015). ‘The Worst of Both Worlds: How US and UK models are Influencing Education in Australia’, Educational Policy Analysis Archives, 23(49), pp. 1-20. http://dx.doi.org/10.14507/epaa.v23.1865

xi. Dinham, S. (2015). ‘Regulation or Deregulation? Observations on Education in Germany and Australia’, in Educators on the Edge: Big ideas for change and innovation, Refereed Conference Proceedings ACE 2015 National Conference. Carlton South, Victoria: Australian College of Educators, pp. 3-15. Available at: http://www.austcolled.com.au/documents/item/154

xii. Zammit, K. et al. (2007). Teaching and Leading for Quality Australian Schools. Melbourne: AITSL. http://www.aitsl.edu.au/verve/_resources/Teaching_and_Leading_for_Quality_Australian_Schools.pdf

xiii. Victoria DEECD. (2012). New Directions for School Leadership and the Teaching Profession. Melbourne: DEECD. http://www.eduweb.vic.gov.au/edulibrary/public/commrel/about/teachingprofession.pdf

xiv. New South Wales Government. (2012). Great Teaching, Inspired Learning. http://www.dec.nsw.gov.au/our-services/schools/great-teaching-inspired-learning

xv. OECD. (nd). Programme for International Student Assessment (PISA) – Strong Performers and Successful Reformers in Education. Paris: OECD.

http://www.oecd.org/edu/preschoolandschool/programmeforinternationalstudentassessmentpisa/strongperformersandsuccessfulreformersineducation.htm

e. How does teacher expertise develop? What are the differences between routine and adaptive expertise?

i. Dinham, S. (2016), chapter 5.

ii. Berliner, D. (2004). ‘Describing the behaviour and documenting the accomplishments of expert teachers’, Bulletin of Science, Technology & Society, 24(3), pp. 200-212.

iii. Scott, C. & Dinham, S. (2008). ‘Born Not Made: The Nativist Myth and Teachers’ Thinking’, Teacher Development, 12(2), pp. 127–136.

iv. Marzano, R. (2010). ‘Developing Expert Teachers’, in R. Marzano, R. (Ed.) On Excellence in Teaching. Bloomington, IN: Solution Tree Press. (pp. 213-245)

v. Bransford, et al. (2000). Ch 2.

vi. Lindner, R. et al. (2011). ‘A Model of Expertise in Teaching’. http://www.wiu.edu/coehs/eis/faculty/AACTE%20Presentation2.Feb2011.pdf

vii. Dreyfus, S. (2004). ‘The Five-Stage Model of Adult Skill Acquisition’, Bulletin of Science, Technology & Society, 24 (3), pp. 177-181.

viii. Hatano, G. & Inagaki, K. (1986). ‘Two courses of expertise’, Child Development and Education in Japan, pp. 262–272.

f. What do quality teachers do? What does quality teaching look like?

i. Dinham, S. (2016), chapter 6.

ii. Darling-Hammond, L. (2011). Quality Teaching: What is it and how can it be measured? Stanford University. http://edpolicy.stanford.edu/sites/default/files/events/materials/ldhscopeteacher-effectiveness.pdf

iii. Coe, R.; Aloisi, C.; Higgins, S. & Major, L. (2014). What makes great teaching? Review of the underpinning research. Durham University: Centre for Evaluation and Monitoring & The Sutton Trust. http://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf

iv. Dinham, S. & Scott, C. (2003). ‘Benefits To Teachers Of The Professional Learning Portfolio: A Case Study’, Teacher Development, 7(2), pp. 187-202.

v. Bransford, et al. (2000). Ch 7.

vi. Ayres, P., Dinham, S., & Sawyer, W. (2004). ‘Effective teaching in the context of a Grade 12 high stakes external examination in New South Wales, Australia’, British Educational Research Journal, 30(1), pp. 141–165.

vii. AITSL (2011). Australian Professional Standards for Teachers. Melbourne: AITSL. http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

viii. Danielson, C. (nd) The Framework for Teaching. https://www.danielsongroup.org/framework/ – see also http://tpep-wa.org/resources/instructional-frameworks/danielson-framework/

ix. Elmore, R. (1996). ‘Getting to Scale with Good Educational Practice’, Harvard Educational Review, 66(1), pp. 1-26.

g. Teacher preparation: What are the shortcomings of ‘traditional’ approaches?

What are ‘clinical’ approaches to teaching?

i. Dinham, S. (2016), chapter 7.

ii. Teacher Education Ministerial Advisory Group (2014). Action Now: Classroom Ready Teachers. Canberra: Department of Education. https://docs.education.gov.au/system/files/doc/other/action_now_classroom_ready_teachers_accessible.pdf

iii. Dinham, S. (2015). Issues and perspectives relevant to the development of an approach to the accreditation of initial teacher education in Australia based on evidence of impact. Melbourne: Australian Institute for Teaching and School Leadership. http://www.aitsl.edu.au/docs/default-source/initial-teacher-education-resources/ite-reform-stimulus-paper-03-dinham.pdf

iv. US Federation of Teachers. (2012). Raising the Bar: Aligning and elevating teacher preparation and the teaching profession. http://www.aft.org/sites/default/files/news/raisingthebar2013.pdf

v. Darling-Hammond, L. (2006). Powerful teacher education. San Francisco: Jossey-Bass.

vi. Dinham, S. (2013). ‘Standards will slide while Teacher Education is used as a Cash Cow’, The Conversation, January. Available at: http://theconversation.edu.au/standards-will-slide-while-teacher-education-is-used-as-a-cash-cow-11677

vii. Alter, J. and Coggshall. J.G. (2009). Teaching as a clinical practice profession: implications for teacher preparation and state policy. New York: National Comprehensive Centre for Teacher Quality. http://www.gtlcenter.org/sites/default/files/docs/clinicalPractice.pdf

viii. McLean Davies, L.; Anderson, M.; Deans, J.; Dinham, S.; Griffin, P.; Kameniar, B.; Page, J.; Reid, C.; Rickards, F.; Tayler, C. and Tyler, D. (2013). ‘Masterly Preparation: Clinical practice in a graduate pre-service teacher education program’, Journal of Education for Teaching, 39(1), pp. 93-106.

ix. Dinham, S. (2012). ‘Walking the Walk: The need for school leaders to embrace teaching as a clinical practice profession’, Conference Proceedings, ACER Research Conference, Sydney, pp. 34-39. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1137&context=research_conference

h. What are students’ perspectives on schooling, teaching and learning?

i. Dinham, S. (2016), chapter 8.

ii. McIntyre, D., Pedder, D. & Rudduck, J. (2005). ‘Pupil Voice: Comfortable and Uncomfortable Learnings for Teachers’, Research Papers in Education, 20(2), pp. 149-168.

iii. Manefield, J.; Collins, R.; Moore, J.; Mahar, S. & Warne, C. (2007). Student Voice – A Historical perspective and new directions. Melbourne: Victoria Department of Education. http://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/Student_Voice_report.pdf

iv. Pekrul, S. & Levin, B. (2005). ‘Building Student Voice for School Improvement.’, Revised version for International Handbook of Student Experience.

v. Ruddock, J. (nd). ‘Pupil voice is here to stay!’, QCA Futures. http://www.serviceschoolsmobilitytoolkit.com/resourcedownloads/staffroom/bpv_theneedtoinvolvepupilvoice.pdf

vi. Donovan, M. (2015). ‘Aboriginal student stories, the missing voice, to guide us towards change’, The Australian Educational Researcher, July, pp. 1-13.

vii. Richardson, J. (2005). ‘Instruments for Obtaining Student Feedback: A review of the literature’, Assessment & Evaluation in Higher Education, 30(4), pp. 387-415.

2. The Importance and Impact of Educational leadership [Dinham, S. (2016), Part B]

a. How and why have thinking and approaches to leadership and educational leadership changed?

i. Dinham, S. (2016), chapter 9.

ii. Northouse, P. (2007). (4th Ed). Leadership. Thousand Oaks, CA.: Sage.

iii. Dinham, S.; Anderson, M.; Caldwell, B. & Weldon, P. (2011). ‘Breakthroughs in School Leadership Development in Australia’, School Leadership and Management, 31(2), pp. 139-154.

iv. Hallinger, P. (2011). ‘Leadership for Learning: lessons from 40 years of empirical research’, Journal of Educational Administration, 49(2), pp. 125-142.

v. Special 40th Anniversary Issue. (2012). Educational Management and Leadership, 40(5), pp. 537-640.

vi. Kotterman, J. (2006). ‘Leadership versus Management: What’s the Difference?’, The Journal for Quality and Participation, 29(2), pp. 13-17.

b. What impact does leadership have on student outcomes?

i. Dinham, S. (2016), chapter 10.

ii. Marzano, R.; Waters, T. & McNulty, B. (2005). School Leadership That Works. Alexandra, VA.: ASCD.

iii. Robinson, V., Lloyd, C., and Rowe, K. (2008). ‘The impact of leadership on student outcomes: An analysis of the differential effects of leadership types’, Educational Administration Quarterly 44(5), pp. 635-674.

iv. Robinson, V.; Hohepa, M. & Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying What Works and Why. Wellington: New Zealand Ministry of Education. https://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/60180/BES-Leadership-Web-updated-foreword-2015.pdf

v. Day, C.; Sammons, P.; Hopkins, D.; Harris, A.; Leithwood, K.; Qing, G.; Brown, E.; Ahtaridou, E. and Kington, A. (2009). The Impact of School Leadership on Pupil Outcomes. Nottingham: University of Nottingham. http://dera.ioe.ac.uk/11329/1/DCSF-RR108.pdf

vi. Barber, M., and Mourshed, M . (2007). How the world’s best-performing school systems come out on top. McKinsey and Company. www.nctq.org/p/publications/docs/mckinsey_education_report.pdf.

vii. Barber, M.; Whelan, F. and Clark, M. (2010). Capturing the Leadership Premium: How the world’s top school systems are building leadership capacity for the future. McKinsey and Company. http://mckinseyonsociety.com/capturing-the-leadership-premium/

viii. Robinson, V. (2012). ‘The impact of leadership on student outcomes: Making sense of the evidence’, Conference Proceedings, ACER Research Conference, Sydney, pp. 12-16. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1006&context=research_conference_2007

ix. Louis, K ; Dretzke, B. & Wahlstrom, K. (2010). ‘How does leadership

effect student achievement? Results from a national US survey’, School

Effectiveness and Improvement, 21(3), pp. 315-336.

c. What are the features and benefits of distributed and teacher leadership?

i. Dinham, S. (2016), chapter 11.

ii. Harris, A. (Ed). (2009). Distributed School Leadership: Different Perspectives. Netherlands: Springer Press.

iii. Spillane, J. (2006). Distributed Leadership. Jossey-Bass: San Francisco.

iv. Harris, A. & Spillane, J. (2008). ‘Distributed Leadership through the looking glass’, Management in Education, 22(1), pp. 31-34. https://www.sesp.northwestern.edu/docs/Harris_and_Spillane_-_Distributed_leadership_through_the_looking_glass.pdf

v. Leithwood, K., & Mascall, B. (2008). ‘Collective leadership effects on student achievement’, Educational Administration Quarterly, 44(4), pp. 529-561.

vi. Dinham, S. ‘The Relationship Between Distributed Leadership and Action Learning in Schools: A Case Study’, in Harris, A. (Ed). (2009). Distributed School Leadership: Different Perspectives. Netherlands: Springer Press.

vii. National Comprehensive Center for Teacher Quality. (2007). Key Issue: Enhancing Teacher Leadership. Washington DC.: NCCTQ. http://www.gtlcenter.org/sites/default/files/docs/EnhancingTeacherLeadership.pdf

viii. Busher, H. (2005). ‘Being a middle leader: Exploring professional identities’, School Leadership and Management, 25(2), pp. 137-153.

ix. Special Issue. (2007). ‘Leading from the Middle: Dealing with diversity and complexity’, School Leadership and Management, 27(5).

x. Dinham, S. (2007). ‘The Secondary Head of Department and the Achievement of Exceptional Student Outcomes’, Journal of Educational Administration, 45(1), pp. 62-79.

xi. Dinham, S.; Brennan, K.; Collier, J.; Deece, A., & Mulford, D. (2000). ‘The Secondary Head of Department: Key Link in the Quality Teaching and Learning Chain’, Quality Teaching Series, No 2, Australian College of Education, September, pp. 1-35.

xii. Dinham, S. & Scott, C. (2002). ‘Pressure points: School executive and educational change’, Journal of Educational Enquiry, 3(2), pp. 35-52.

xiii. Collier, J.; Dinham, S.; Brennan, K.; Deece, A.; & Mulford, D. (2002). ‘Perceptions and Reality of the Work of the Secondary Head of Department’, International Studies in Educational Administration, 30(2), pp. 17-26.

xiv. Department for Education and Skills. (2005). Middle Leaders’ Self-Evaluation Guide. DfES. http://cyps.northyorks.gov.uk/CHttpHandler.ashx?id=15105&p=0

xv. Rhodes, C.; Brundett, M. & Nevill, A. (2008). ‘Leadership Talent Identification and Development – Perceptions of Heads, Middle Leaders and Classroom Teachers in 70 Contextually Different Primary and Secondary Schools in England’, Educational Management Administration & Leadership, 36(3), pp. 311-335.

3. Professional Learning in education [Dinham, S. (2016), Part C]

a. What forms of professional learning are most effective?

i. Dinham, (2016), chapter 12.

ii. Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration. Wellington, New Zealand: Ministry of Education. http://www.oecd.org/edu/school/48727127.pdf

iii. Timperley, H. (2009). Professional Learning that Makes a Difference to Students. Video: http://www.edtalks.org/video/professional-learning-makes-difference-students#.UPRzIr-jN8E

iv. Cochran-Smith, M., and Zeichner, K.M. (Eds.) (2005). Studying Teacher Education. Mahwah, NJ: Lawrence Erlbaum.

v. Schleicher, A. (2011). Building a High-Quality Teaching Profession: Lessons from around the world. Paris: OECD. http://www.oecd-ilibrary.org/education/building-a-high-quality-teaching-profession_9789264113046-en

vi. Glickman, C. (2002). Leadership for Learning: How to help teachers succeed. Alexandria, VA.: ASCD.

vii. Darling-Hammond, L. & Baratz-Snowden, J. (Eds.) (2005). A Good Teacher in Every Classroom. San Francisco: Jossey-Bass.

viii. Dinham, S. (2007). ‘The Dynamics of Creating and Sustaining Learning Communities’, Unicorn Online Refereed Article, ORA43, pp. 1-16.

ix. Brady, L.; Aubusson, P. & Dinham, S. (2006). ‘Action Learning For School Improvement', Educational Practice and Theory, 28(2), pp. 27-39.

x. Voulalas, Z. D. & Sharpe, F. (2005). ‘Creating Schools as Learning Communities: Obstacles and Processes’, Journal of Educational Administration, 43(2), pp. 187-208.

b. What role can leaders play in promoting professional learning and development? What role can professional standards for teachers play?

i. Dinham, S. (2016), chapter 13.

ii. Australian Institute for Teaching and School Leadership (2014). Australian Professional Standard for Principals and the Leadership Profiles. Melbourne: AITSL. http://www.aitsl.edu.au/docs/default-source/school-leadership/australian-professional-standard-for-principals-and-the-leadership-profiles.pdf?sfvrsn=4

iii. Timperley, H. Effective Professional Conversations. Melbourne: AITSL. http://www.aitsl.edu.au/professional-growth/research/professional-conversations

iv. Schleicher, A. (2011). ‘Teacher development, support. Employment conditions and careers’, in OECD, Building a High-Quality Teaching Profession: Lessons from Around the World. Paris: OECD Publishing. https://www2.ed.gov/about/inits/ed/internationaled/background.pdf and http://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/47506177.pdf

v. Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration. Wellington, New Zealand: Ministry of Education. http://www.oecd.org/edu/school/48727127.pdf

vi. AITSL – see http://www.aitsl.edu.au/australian-professional-standards-for-teachers , http://www.aitsl.edu.au/professional-growth/australian-teacher-performance-and-development-framework and http://www.aitsl.edu.au/professional-growth along with many other useful resources http://www.aitsl.edu.au/ .

4. School Improvement and educational change [Dinham, S. (2016), Part D]

a. What are the forces, contexts and features of educational change? What role can leaders play?

i. Dinham, (2016), chapter 14.

ii. Fullan, M. (2008). The Six Secrets of Change. San Francisco: Jossey-Bass.

iii. McIntyre, A. (2011). Continuous School Improvement – What matters most. Canberra: Winston Churchill Memorial Trust. https://www.churchilltrust.com.au/media/fellows/2010_McIntyre_Ann_1.pdf

iv. Masters, G. (2010). Teaching and Learning School Improvement Framework. Camberwell: ACER http://research.acer.edu.au/cgi/viewcontent.cgi?article=1015&context=monitoring_learning

v. Schein, E. (1990). ‘Organizational Culture’, American Psychologist, 45(2), pp. 109-119.

vi. Stoll, L. (1998). ‘School Culture’, School Improvement Network’s Bulletin, 9, Autumn. http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture

vii. Stolp, S. & Smith, S. (1995). Transforming School Culture. University of Oregon: ERIC. https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/3296/transforming_school_culture.pdf

viii. Murphy, J. (2008). ‘The Place of Leadership in Turnaround Schools’, Journal of Educational Administration, 46(1), pp. 74-98.

ix. US Department of Education. (2010). What’s possible: Turning around America’s lowest-achieving schools. http://www.ed.gov/blog/2010/03/whats-possible-turning-around-americas-lowest-achieving-schools/

x. Hopkins, D. (nd). Instructional leadership and school improvement. National College of School Leadership. http://www3.nccu.edu.tw/~mujinc/teaching/9-101principal/refer8-2%28kpool-evidence-hopkins%29.pdf

xi. Dinham, S. (2008). ‘Counting the Numbers in Educational Change’, The Australian Educational Leader, 30(1), pp. 56-57.

xii. Zmuda, A.; Kuklis, R. & Kline, E. (2004). Transforming Schools. Alexandria, Va.: ASCD.

b. What does it mean to be an authoritative leader?

i. Dinham, S. (2016), chapter 15.

ii. Baumrind, D. (1989). ‘Rearing competent Children’, in Damon, W. (Ed.), Child development today and tomorrow. San Francisco: Jossey-Bass. (pp. 349–378); Baumrind, D. (1991). ‘The influence of parenting style on adolescent competence and substance abuse’, Journal of Early Adolescence, 11(1), pp. 56-95.

iii. Scott, C. & Dinham, S. (2005). ‘Parenting, teaching and self esteem’, The Australian Educational Leader, 27(1), pp. 28–30.

iv. Dinham, S., & Scott, C. (2007). ‘Parenting, teaching and leadership styles’, The Australian Educational Leader, 29(1), pp. 30–32, 45.

v. Fullan M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.

vi. Schlechty, P. (2005). Creating great schools six critical systems at the heart of educational innovation. San Francisco: Jossey-Bass.

c. What role does leadership play in turnaround schools? What school improvement strategies are most effective?

i. Dinham, S. (2016), chapter 16.

ii. ACER. (2012). School Improvement: What does research tell us about effective strategies? Camberwell: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1131&context=research_conference

iii. OECD. (2010). PISA 2009 Results: What Makes a School Successful (Volume IV). Paris: OECD. http://www.oecd.org/pisa/pisaproducts/48852721.pdf

iv. European Commission. (2007). School Autonomy in Europe - Policies and Measures. Eurydice. http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/090EN.pdf

v. OECD. (2011). ‘School autonomy and accountability: Are they related to student performance?’, PISA in Focus, 9, pp. 1-4. http://www.oecd.org/pisa/pisainfocus/48910490.pdf

vi. Hopkins, D. ‘The Myth of School Autonomy and the Reality of Change’, in Hopkins, D. (2013). Exploding the Myths of School Reform. Camberwell: ACER.

vii. US Department of Education. (2010). What’s possible: Turning around America’s lowest-achieving schools. http://www.ed.gov/blog/2010/03/whats-possible-turning-around-americas-lowest-achieving-schools/

viii. Hopkins, D. (nd). Instructional leadership and school improvement. Nottingham, UK: National College of School Leadership. http://www3.nccu.edu.tw/~mujinc/teaching/9-101principal/refer8-2%28kpool-evidence-hopkins%29.pdf

ix. Dinham, S. & Crowther, F. (2011). ‘Sustainable school capacity-building – one step back, two steps forward?’, Journal of Educational Administration, 49(6), pp. 1-8.; Dinham, S. & Crowther, F. (2011). (Eds.) ‘Building organisational capacity in school education’, Journal of Educational Administration, 49(6), pp. 614-738.

x. Masters, G. (2012). ‘Continual Improvement through aligned effort’, in ACER, School Improvement: What does research tell us about effective strategies? 2012 Research Conference. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1133&context=research_conference

xi. OECD (2011). ‘School autonomy and accountability: Are they related to student performance?’, PISA in Focus, 9, pp. 1-4. http://www.oecd.org/pisa/pisaproducts/pisainfocus/48910490.pdf

d. What strategies for leading teachers and teams are most effective? What are effective processes for teacher assessment and evaluation?

i. Dinham, S. (2016), chapter 17.

ii. Wahlstrom, K. & Louis, K. (2008). ‘How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility’, Educational Administration Quarterly, 44(4), pp. 458-495.

iii. Matthews, P. (nd). How do school leaders successfully lead learning? National College for School Leadership. http://dera.ioe.ac.uk/254/1/download%3Fid%3D23637%26filename%3Dhow-do-school-leaders-successfully-lead-learning.pdf

iv. The Wallace Foundation. (2012). The School Principal as Leader: Guiding Schools to Better Teaching and Learning. New York, NY.: The Wallace Foundation. http://www.wallacefoundation.org/knowledge-center/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning-2nd-Ed.pdf

v. AITSL – Australian Teacher Performance and Development Framework. http://www.newsroom.aitsl.edu.au/performance-development

vi. Wiener, R. & Jacobs, A. (2011). Designing and Implementing Teacher Performance Management Systems: Pitfalls and Possibilities, The Aspen Institute – Education and Society Program, Washington DC, USA, March. http://www.newsroom.aitsl.edu.au/sites/www.newsroom.aitsl.edu.au/files/field/pdf/designing_and_implementing_teacher_performance_management_systems_-_pitfalls_and_possibilities_-_the_aspen_institute.pdf

vii. Phi Delta Kappan. (2012). ‘Teacher Evaluation – getting it right/avoiding the traps’, Phi Delta Kappan, 94(3) [special edition]. http://www.kappanmagazine.org/content/94/3.toc

viii. Educational Leadership. (2012). ‘Teacher Evaluation: What’s fair? What’s effective’, Educational Leadership, 70(3), [special edition]. http://ascd.org/publications/educational-leadership/nov12/vol70/num03/toc.aspx

ix. Danielson, C.

1. Teacher Evaluation to Enhance Professional Practice http://schoolsites.schoolworld.com/schools/FortAnn/files/514265/ebooklink%20-%20teaching%20evaluation%20to%20enhance%20professional%20practice.pdf

2. Observing Classroom Practice http://www.ode.state.or.us/wma/teachlearn/commoncore/observing-classroom-practice---edleadership-article.pdf

3. Teacher Evaluation Using the Danielson Framework https://www.youtube.com/watch?v=jR1Kr8BfwB8

5. Leadership Preparation and Development [Dinham, S. (2016), Part E]

a. What are current effective approaches to school leadership preparation?

i. Dinham, S. (2016), chapter 18.

ii. Davies, B. & Brundrett, M. (Eds.) (2010). Developing Successful Leadership. Dordrecht: Springer.

iii. Davis, S, et al. (2005). School Leadership Study – Developing Successful Principals. Stanford: SELI. https://edpolicy.stanford.edu/sites/default/files/publications/school-leadership-study-developing-successful-principals.pdf

iv. Dempster, N.; Lovett, S. & Fluckiger, B. (2011). Strategies to Develop School Leadership: A select literature review. Melbourne: AITSL. http://www.aitsl.edu.au/research-and-evaluation/aitsl-research-repository/detail/?id=literature-review-strategies-to-develop-school-leadership

v. Pounder, D. (2011). ‘Leader Preparation Special Issue: Implications for Policy, Practice and Research’, Educational Administration Quarterly, 47(1), pp. 258-267.

vi. Fuller, E.; Young, M. & Baker, B. (2011). ‘Do Principal Preparation Programs Influence Student Achievement Through the Building of Teacher-Team Qualifications by the Principal? An Exploratory Analysis’, Educational Administration Quarterly, 47(1), pp. 173-216.

vii. Matthews, P.; Moorman, H. & Nusche, D. (2007). School leadership development strategies: Building leadership capacity in Victoria, Australia. Paris: OECD. http://www.oecd.org/education/preschoolandschool/39883476.pdf

viii. Dinham, S.; Anderson, M.; Caldwell, B. & Weldon, P. (2011). ‘Breakthroughs in School Leadership Development in Australia’, School Leadership and Management, 31(2), pp. 139-154.

b. What are the potential benefits of professional standards for school leaders?

i. Dinham, S. (2016), chapter 19.

ii. Dinham, S.; Collarbone, P.; Evans, M. & Mackay, A. (2013). ‘The development and Proposed Use of a National Standard for Principals in Australia’, Educational Management, Administration and Leadership, 41(4), pp. 466-482.

iii. AITSL

1. Australian Professional Standard for Principals http://www.aitsl.edu.au/australian-professional-standard-for-principals

2. Using the Standard http://www.aitsl.edu.au/australian-professional-standard-for-principals/using-the-standard

3. Interactive Leadership Profiles http://www.aitsl.edu.au/leadership-profiles/interactive-profiles

4. 360 Reflection Tool http://www.aitsl.edu.au/australian-professional-standard-for-principals/360-reflection-tool

iv. Dinham, S. (2011) Pilot Study to Test the Exposure Draft of the National [Australian] Professional Standard for Principals – Analysis of Interim Reports. Melbourne: AITSL. http://www.aitsl.edu.au/verve/_resources/PilotStudy_NPSPrincipals.pdf

v. Ingvarson, L., Anderson, M., Gronn, P., & Jackson, A. (2006). Standards for school leadership: a critical review of the literature. Canberra: Teaching Australia. http://www.aitsl.edu.au/docs/default-source/default-document-library/standards_for_school_leadership_-_a_critical_review_of_literature

vi. Christie, K., Thompson, B., & Whiteley, G. (2009). Strong leaders, strong achievement: Model policy for producing the leaders to drive student success. Denver, CO: Education Commission of the States. http://www.ecs.org/clearinghouse/79/23/7923.pdf

vii. Leithwood, K., Day, C., Sammons, P., Harris, A. and Hopkins, D. (2006). Seven strong claims about successful school leadership. Nottingham: National College for School Leadership. http://dera.ioe.ac.uk/6967/1/download%3Fid=17387&filename=seven-claims-about-successful-school-leadership.pdf

c. How can educational leaders be prepared?: A case study of the Master of Instructional Leadership at the University of Melbourne.

i. Dinham, S. (2016), chapter 20.

ii. Robinson, V., Lloyd, C., & Rowe, K. (2008). ‘The impact of leadership on student outcomes: An analysis of the differential effects of leadership types’, Educational Administration Quarterly, 44, pp. 635–674.

iii. Dinham, S.; Anderson, M.; Caldwell, B. & Weldon, P. (2011). ‘Breakthroughs in School Leadership Development in Australia’, School Leadership and Management, 31(2), pp. 139-154.

iv. Schleicher, A. (2012). (Ed.) Preparing Teachers and developing School Leaders for the 21st Century. Paris: OECD.

v. Robinson, V., & Timperley, H. (2007). ‘The leadership of the improvement of teaching and learning: Lessons from initiatives with positive outcomes for students’, Australian Journal of Education, 51, pp. 247–262.

vi. Crowther, F., Kaagan, S., Ferguson, M., & Hann, L. (2002). Developing Teacher Leaders. Thousand Oaks, CA: Corwin.

vii. York-Barr, J., & Duke, K. (2004). ‘What do we Know about Teacher Leadership? Findings from two Decades of Scholarship’, Review of Educational Research, 74(3), pp. 255-316.