SYMPOSIUM - ACEL · Using appreciative inquiry to support positive change: a case study of a...

program & event guide

2017 ACEL building a positive school culture symposium

1 6 t h o c t o b e r 2 0 1 7 a t t h e P e r t h C o n v e n t i o n & E x h i b i t i o n C e n t r e

S Y M P O S I U M

Australian Council for Educational Leaders

acel membershipACEL knows what it means to lead in a time of complex change.

ACEL is the independent voice of educational leaders across all sectors and all phases of learning. Our trusted voice is a result of a strong network of 30,000+ practitioners, policy makers and researchers.

As an ACEL member, you will have immediate opportunities to strengthen and develop your leadership capabilities. At ACEL we are committed to bringing resources, professional learning and networking opportunities to you. ACEL membership is a powerful tool for driving leadership change in the educational community.

In each Australian state and territory there is an active branch of ACEL working to ensure local needs are met, regional contexts are represented and significant networking and professional learning opportunities are driven from the grass-roots level.

ACEL gives you, as a leader in schools, ownership of the future direction of Australian education. That feeling of participation allows you to grow your motivation to continue doing what can at times be a very challenging and difficult job.

– Paul Begg, Southern Cross Catholic College

Exclusive Range of ACEL Membership Benefits

Receive discounted membership rates for:

• National Conferences

• Seminars and Workshops

• Networking Events

• ACEL Bookstore

Receive ACEL’s In-House Journals and Resources

• The Australian Education Leader (AEL)

• Leading and Managing (L&M)

• Perspectives on Educational Leadership

• Full access to the ACEL Online Resource Centre

Contribution to Journals and Publications

Members who produce academic papers on topics of interest to the educational community, especially around leadership and change management in the school environment, will be considered for publication in widely respected journals such as the ‘Australian Educational Leader’ and ‘Leading and Managing’.

Eligibility for Awards/Recognition at both State and National Levels

Members have the opportunity to use the post-nominal “MACEL”. Outstanding members who become Fellows can also be conferred with the prestigious “FACEL” title.

Members have the opportunity to nominate and be nominated for ACEL awards, presented both at state-level awards ceremonies and the national awards ceremony annually.

The access that ACEL provides to quality literature on educational leadership is invaluable, enabling me to grow the leadership capacity of myself and members of the school leadership team.

– Murray Bruce, Principal, Gordon Primary School

Australian Council for Educational Leaders PO Box 876, Strawberry Hills, NSW 2012 | www.acel.org.au | [email protected] | Phone: 1800 680 559 | Fax: 1800 680 561

Contents

Welcome 4

About ACEL 5

About the Symposium 5

Keynote Speakers 6

Other Speakers 9

Panels 12

Program at a Glance 13

Host City: Perth 14

Dear Colleagues,

Welcome to the 2017 ACEL Building a Positive School Culture Symposium,delivered by the Australian Council for Educational Leaders (ACEL). ThisSymposium brings together international and national leaders in leading thedevelopment of a positive school culture. The 2017 Symposium providesparticipants with an opportunity to reflect on the importance of leadership,management and practice in developing a positive school culture to enhancewellbeing and outcomes for students and staff.

The 2017 ACEL Building a Positive School Culture Symposium structure is as follows:• Keynotes who are international and national leaders in developing a

positive school culture – reflecting on outcomes and wellbeing• A panel of keynotes will share personal insights on the importance of a

positive school culture• A panel of system leaders will share their perspective on the messages

shared by the keynotes• Extended breaks to enable delegates to network to reflect on the

conference theme.

Symposium ThemeDelegates are encouraged to create your own narrative based on the conference theme of Building a Positive School Culture, reflecting on their moments of inspiration and how the content can be applied in your school or system.We hope you enjoy the ACEL 2017 Symposium – Building a Positive School Culture as much as we have enjoyed delivering it to you. Please immerse yourself in the symposium themes discussed during the day.

Ms Aasha MurthyCEO ACEL

WELCOME

5

The Australian Council for Educational Leaders (ACEL) gives access to world class empirical research along with the practical support to achieve excellence in leadership for the education sector. The peak association for educational leaders, ACEL was founded in 1973 as principals and school management combined their passion for quality administration. Today, ACEL has more than 6500 members employed in educational capacities across 20 nations. The benchmarks for delivering management and administration have changed, but the passion of ACEL members have not.

ACEL members gain access to a comprehensive support network allowing them to study and practice the theories of classroom leadership, applying them in real-life practice structured for results. As a professional organisation of educational leaders, ACEL understands the pressures facing dedicated educators. Whether starting a leadership journey, extending personal and professional boundaries or supporting others to lead, ACEL can partner for success.

Of all the roles and responsibilities of school leaders, building a positive school culture where individuals feel valued, cared for and respected is an imperative. It takes commitment and consistency from the whole team—system administrators, school leadership, teachers and support staff. And you can make it happen, even in the most challenging school environments.

about acel

About 2017 ACEL building a positive school culture symposium

6

Keynote Speakers & Abstracts

Bio

Pasi Sahlberg is a Finnish educator, author and scholar. He has worked as school teacher, teacher educator, researcher and policy advisor in Finland and has studied education systems and reforms around the world. In his long career in education he has served the World Bank in Washington, DC, the European Commission in Torino, Italy, and the OECD as education specialist. He currently advises several governments about education policies and reforms.

Pasi is author of the best-selling book “Finnish Lessons 2.0: What can the World Learn from Educational Change in Finland” and has published numerous academic and professional articles and book chapters about education. He is an active contributor to the global education dialogue through writings that have appeared in The Washington Post, The Guardian, The Conversation and CNN.

Pasi’s professional honors and awards include: the 2012 Education Award in Finland; the 2013 Grawemeyer Award in the United States; the 2014 Robert Owen Award in Scotland; and 2016 Lego Award in Denmark. He is a former Director General of CIMO (Centre for International Mobility and Cooperation) at the Finland’s Ministry of Education, and visiting Professor of Practice at Harvard University’s Graduate School of Education.

Session Outline:

Building a positive school culture the Finnish way: Collaboration, common purpose and trust It may be true what they say about schools around the world having similar features and structures when observed from the distance. Closer look at how schools do what they are expected to do, however, reveals some important differences between countries. Principles in leadership, collaboration within the school, and accountability vary significantly from one education system to another.

This presentation offers some key insights about the culture of Finnish schools and offers four practical ideas for education leaders in Western Australia to support their efforts in further improving equity and excellence in their schools.

Pasi Sahlberg

Finnish Educator, Author and Scholar, Visiting Professor of Practice at Harvard University’s Graduate School of Education

9.30 Monday

S Y M P O S I U M

7

Bio

Dr Geoff Gallop has completed degrees at the University of Western Australia (BEc), Murdoch University (MPhil) and was a Rhodes Scholar at Oxford where he completed his doctorate in 1983. He has also been awarded honorary doctorates from Murdoch (2006) and the University of Western Australia (2012).

He was a Member of the Western Australian State Parliament from 1986 to 2006 during which he was a Minister in the Lawrence Government (1990 to 1993), Leader of the Labor Party (1996 to 2006) and State Premier from 2001 to 2006.

From 2006 to 2015 he was Director of the Graduate School of Government and is now an Emeritus Professor of the University of Sydney.

Geoff has served on a range of Commonwealth Government bodies, most notably the Hospitals and Health Reform Commission, the COAG Reform Council and the Australia Awards Board (Chair). He also chaired the Australian Republican Movement (2012 – 2015), and is an active supporter of deliberative democracy as a means for tackling complex issues.

Session Outline:

What does it mean to live in a post-truth world?We live in a world of uncertainty and fear and our traditional methods of thinking and acting are under challenge. Belief over evidence, instinct over consideration and simplicity over complexity are gaining currency. Social and ideological divisions are being overlaid with a division over what it means to be educated - elitists versus populists. I will make the case for principled pragmatism as the best way to respond.

Geoff Gallop AC

Emeritus Professor, the University of Sydney

14.45 Monday

8

Bio

Mathew White, Ph.D. is Director of Well-being & Positive Education at St Peter’s College – Adelaide. He is a Senior Fellow at the Melbourne Graduate School of Education at the University of Melbourne and an Affiliate at the Well-being Institute at the University of Cambridge. In 2015, the International Positive Education Network appointed Mathew one of 50 representatives from 28 countries to bring IPEN’s mission to a global audience. Mathew is co-editor of the groundbreaking book Evidence-based Approaches to Positive Education (Springer).

Session Outline:

Using appreciative inquiry to support positive change: a case study of a whole-school wellbeing initiativeDrawing from the fields of positive psychology, positive organisational scholarship and educational administration, this case study reports on the process used in a large K-12 school to implement the strategic goal of fostering student wellbeing. This case study outlines the three strategic phases used to build wellbeing over a two-and-a-half-year time period: 1) development; 2) implementation; and 3) monitoring. The school aligned its change process to the goal of achieving wellbeing by adopting appreciative inquiry as the overarching change approach. Appreciative inquiry is a systematic, holistic, and collaborative methodology that follows a strengths-based model of change. Through the use of appreciative inquiry, bottom-up (instigated by students and staff) and top-down (instigated by leadership) initiatives were generated over a 6-year period. This keynote provides an applied example of how appreciative inquiry can be woven into a strategic change process to support the wellbeing of students.

Mathew A. White

Director of Wellbeing & Positive Education, St Peter’s College - Adelaide

11.00 Monday

keynote speakers & abstracts

S Y M P O S I U M

9

YOU WILL ALSO HEAR FROM:

Bio

Sue is currently Leader in the Legislative Council in the Parliament of WA and is the Minister for Education and Training. She is the first woman to lead the Government in the Legislative Council.

Born and raised primarily in Perth, Sue has been a member of the WA Parliament since 2001 representing the South Metropolitan region in the Legislative Council.

Prior to Parliament Sue was in advocacy in the community sector and for 12 years as an advocate for low paid workers in the union movement.

Sue was a Minister in the last Labor government holding the portfolios of Child Protection, Communities, Seniors and Volunteering and Women.

The Hon. Sue M Ellery BA MLC

Leader in the Legislative Council in the Parliament of WA and Minister for Education and Training

9.10 Monday

Bio

Aasha is the CEO of the Australian Council for Educational Leaders (ACEL). She is an Indian by birth, a New Zealander by nationality, an Australian by domicile and a world citizen by choice. She has lived and worked in several countries including the USA, Europe, UK, and the Middle East. She has been the Executive in Residence for the Business School in Auckland University and visiting faculty at the Waikato Management School, Waikato University. She lectures on Leadership, Strategic Planning, Strategic Innovation, and Reaching Global Markets. She is an active Council Member on the GLG Research Management Platform and a member of the Stanford’s Who’s Who list of key influencers in Australia.

Aasha has a passion for leadership and developing early career and mature professionals by providing them with exciting learning opportunities through formal education as well as experiential learning. She delivers the suite of ACEL Executive Leadership programs aimed at high-performing school and system leaders. She regularly speaks at conferences and seminars across the Asia-Pacific on topics that include leveraging diversity, challenges of female leadership and leading multi-cultural teams. Aasha Murthy

ACEL CEO

8.55 Monday

10

SYMPOSIUM PANELISTS:

Bio

Dr Tim McDonald is the current Executive Director of Catholic Education in WA (CEWA), responsible for 163 schools, more than 77,000 students and over 11,000 employees.

Appointed as Executive Director in 2012, Tim previously held the position of Assistant Director People and Organisational Services for the Catholic Education Office of Western Australia.

Prior to joining the CEWA, Tim’s most recent role was Associate Professor at Edith Cowan University (ECU) teaching Classroom Management and Instructional Skills.

Tim’s career has spanned all aspects of education including Program Director of Secondary Education at ECU, Classroom Teacher, Year Coordinator, Head of Department, Deputy Principal and has worked with both primary and secondary aged students in Australia and the United Kingdom. Tim’s research is in the area of student engagement and managing challenging behaviours. Tim’s approach is practical and realistic as reflected in his book Classroom Management: Engaging students in learning.

Tim also holds the position of Deputy Chair of the National Catholic Education Commission and holds the position of the National Catholic Education Commission nominee to the Australian Curriculum, Assessment and Reporting Authority (ACARA) Board.

Tim McDonald

Catholic Ed WA

11.55 Monday

Bio

Valerie Gould is the Executive Director of the Association of Independent Schools of WA. She commenced her career teaching Economics and Mathematics, followed by seven years working in New York with Ernst and Young, and being greatly involved in the introduction of microcomputer applications into business. During the early 1990s she worked with the School Curriculum and Standards Authority before joining AISWA as the Manager of Curriculum and Australian Government Targeted Programs. As Executive Director of AISWA Valerie represents WA Independent Schools on a number of state and national decision making committees and in doing so is ever mindful of the independence of schools in the sector and that each one is different. Valerie has a Bachelor of Economics and a Diploma of Education, and is a Fellow of the Australian College of Educators and the Australian Council for Educational Leadership.

Valerie Gould

Executive Director of AISWA

11.55 Monday

11

host

Bio

Sinan is the Principal of Vasse Primary School, an Independent Public School, situated in the southwest of Western Australia. He is also the ‘CAPES’ region Network Principal.

Vasse Primary is situated in a rapidly growing suburb. The school was established in 1869 where 12 students commenced their schooling with one teacher. Now the school boasts over 730 students and 75 staff. He has worked in rural, regional and metropolitan schools in Western Australia over the past 26 years. Sinan’s focus has been to ensure the school is well resourced with a strong positive culture through focusing on fostering positive relationships.

He is also passionate about engaging students through creating flexible, adaptable and stimulating learning environments.

Sinan’s leadership beliefs are simple:

• Create clear vision and direction• Build solid relationships through positive communication and shared experiences• Surround yourself around good people• Acknowledge innovation and self-improvement.

Sinan Kerimofski

President ACEL WA

Bio

Lindsay Hale is Acting Deputy Director General, Schools for the Department of Education. In his substantive role of Executive Director, Statewide Services, he leads provision of support to students and schools across WA to improve the educational outcomes for all students. Services are focused on teaching, assessment, and reporting; attendance, behaviour, engagement, learning and well-being; Aboriginal education; and addressing the particular needs of students with complex needs, disability and health issues. Lindsay has worked in metropolitan and regional public secondary schools including Belmont City College where he was Principal. He has held a variety of system leadership roles since 2008 and maintains a strong interest in school and system leadership focused on continual improvement.

Lindsay Hale

Department of Education

11.55 Monday

SYMPOSIUM PANELISTS:

12

Guest Panel 11.55The panel will focus on the Keynote presentation from Pasi Sahlberg (Finnish model of education - the truths and myths) and Mathew White (well-being of students and staff).Sandy Helsinger from the WA ACEL Branch Executive will facilitate discussion around how the points raised by the two speakers correlates with each panel member’s education sector.

Keynotes Panel 13.45Pasi SahlbergMathew White

PANELS

13

PROGRAM AT A GLANCE

Student Performance

Welcome to Country

Morning Tea Book Signing

Welcome to the ConferenceSinan Kerimofski, President ACEL WA and Host

Welcome from MinisterThe Hon. Sue M Ellery BA MLC

Introduction to Conference Theme and NarrativeAasha Murthy, CEO ACEL

Oct 16 8.30

Closing RemarksAasha Murthy, CEO ACEL

15.45

8.40

Conference Close16.00

10.30

Keynote Panel13.45

8.50

8.55

9.10

Lunch Book Signing 13.00

Guest Panel Tim McDonald, Valerie Gould & Lindsay Hale

11.55

9.30

Keynote 1:Pasi Sahlberg

Finnish Educator, Author and Scholar, Visiting Professor of Practice at Harvard University’s Graduate School of Education

11.00

14.45

Keynote 3:Geoff Gallop

Emeritus Professor, University of Sydney

Keynote 2:Mathew A. White

Director of Wellbeing & Positive Education, St Peter’s College - Adelaide

2017

host city: PERTH

Perth, capital of Western Australia, sits where the Swan River meets the southwest coast. Sandy beaches line its suburbs, and the huge, riverside Kings Park and Botanic Garden on Mt. Eliza offer sweeping views of the city.

The Perth Cultural Centre houses the state ballet and opera companies, and occupies its own central precinct, including a theatre, art galleries and the Western Australian Museum. Central Perth also has the interactive Scitech science centre, Perth Mint’s displays of gold bars and nuggets, and

Barrack Square’s glass Bell Tower, with its own viewing platform. Shopping is concentrated in pedestrianised Murray and Hay streets, with high-end boutiques on King Street. The neighbouring 19th-century port of Fremantle draws visitors to its craft markets, an 1850s prison and seafood restaurants in the Fishing Boat Harbour. The shoreline north of Perth is known as the Sunset Coast. It’s home to family-friendly Cottesloe Beach, popular snorkelling site Marmion Marine Park and Trigg Beach, with large waves for surfing.

ACEL PROGRAMS 2018

ACEL PROGRAMS 2018For more information

Visit acel.org.au orcontact [email protected]

2 YEAR PROGRAM

All schools, including high performing schools, must engage in ongoing improvement to ensure students achieve their potential.

Successful school improvement must involve the whole school from the principal to the students and the school community. This program will provide an identified team with the knowledge and tools to embed an ongoing structure of school improvement.

ACEL, in partnership with McRel, have developed a 2-year program providing school improvement teams with theoretical knowledge, tools and frameworks to implement processes to develop the pedagogical skills of teachers.

The workshops will provide school improvement teams with opportunities to engage with, plan and apply the Curiosity and Powerful Learning program.

“The executive team now have a common language to and drive for school reform. There has been a high standard set for Professional Learning, which is already reflected in plans for next year.”

CONTENT OVERVIEW

• Curiosity and Powerful Learning – the theory and frameworks underpinning the program

• Theories of Action – the 10 research-based actions identified in excellent teaching and learning

• Models of Practice – 6 learning models for student learning

• Building a sustainable culture of school excellence

The content of the program clearly links with the Australian Professional Standards for Teachers. The school improvement team providing professional learning at the school have an opportunity to collect evidence of working at Lead level for Standards 3.2.4; 6.3.4; 6.4.4 and 7.4.4

“[Curiosity and Powerful Learning provides] a great opportunity for a team of staff (executive and classroom teachers) to work together to improve teaching across the school, with a focus on our core business. Improving student outcomes through great teaching.”

SCHOOL IMPROVEMENT PROGRAM

Schools in the Curiosity and Powerful Learning program will develop:• A clear and practical focus on school improvement• A practical understanding of the structures to

improve practice by working collaboratively within the school

• Collaborative networks between schools• Processes and content for professional learning

within and between schools

Teachers in the Curiosity and Powerful Learning program will:• Improve pedagogical practice through focusing on

targeted areas• Implement supportive and collaborative structures• Engage with clear methods and tools for

improvement• Network and work collaboratively to develop

professionally

CURIOSITY AND POWERFUL LEARNING

Australian Council for Educational Leaders PO Box 876, Strawberry Hills, NSW 2012 | [email protected] | Phone: 1800 680 559 | Fax: 1800 680 561

PROFESSOR DAVID HOPKINS PROGRAM AUTHOR

David has recently completed his school improvement trilogy with the publication of Exploding the Myths of School Reform; the previous books being School Improvement for Real (2001) and Every School a Great School (2007).

David is passionately committed to improving the quality of education for all and has worked in policy, research and practice, both in the UK, Australia and internationally for over forty years.

He has published around fifty books, helped to establish the National College for School Leadership in England and among a range of educational roles, he has been the Chief Adviser to the Secretary of State on School Standards in the UK, Dean of Education at the University of Nottingham (as well as a visiting professor at over a dozen international universities),a long-time consultant to the OECD and also an International Mountain Guide. He is Emeritus Professor at the Institute of Education, Chair of Leadership at the University of Bolton and founder of the Adventure Learning Schools Charity.David was recently ranked as the 16th most influential educator in the world by the American-based Global Gurus organization.

TRISH FRANEY

Trish is an evidenced-based practitioner working with senior staff to align their leadership development with quality teaching and learning to secure the learning progress of all pupils.

An experienced Head Teacher, she took an underperforming urban community school to ‘Beacon School Status’, gaining national and international recognition for improving performance through an inclusive approach to staff development, ‘learning centred leadership’ and learning partnerships with pupils.

Trish has also led and managed a collaborative of schools as Director of an Educational Action Zone, creating teams, establishing business partnerships, initiating parental engagement programmes and supporting head teachers in raising aspirations, expectations and outcomes for children, their families and communities.

Trish was also an Assistant Director of the National College for School Leadership’s Primary Leadership Programme and Consultant in the Network Learning Communities Programme and was involved in the design, delivery and evaluation of leadership and school network programmes.

Working in Melbourne, Australia Trish has supported regions as well as leaders and teachers in schools to implement ‘Powerful Learning’.

ABOUT THE

FACILITATORS


MENTORING AND COACHING2-Day WorkshopMiddle leaders work their magic in the engine room of the school, helping to turn the school’s vision into reality. Building their leadership capacity is essential. A core skill is the ability of middle leaders to mentor and coach their teams and team members across a range of areas including pedagogical practice. Some have more natural ability in this area than others, but all will benefit from this practical and hands-on opportunity to build their knowledge and develop their skills as mentors and coaches.

ACEL has developed a 2-day workshop, facilitated by ACEL Mentors, designed to be directly applicable to middle leaders and their needs. The ACEL Mentors bring to the delivery of the workshop an immense understanding of the middle leadership role based on a wealth of experience in a variety of contexts.

“[This workshop] has definitely inspired & empowered me. This opportunity has been both positive & affirming. It was also challenging but in a good way. I now go away with many thoughts and ideas to put into practice at my work place.”

• You as a Middle Leader – Participants will develop an understanding of emotional intelligence and how it can be developed to grow their effectiveness.

• Coaching and Mentoring Models – Participants will begin to understand the concepts of coaching and mentoring, the application of a range of different models, and the support structures and resources needed to implement coaching and mentoring successfully in their school.

• Coaching and Mentoring Skills – Participants will identify, develop and practice skills that effective coaches and mentors must have, including: active listening; building trust; effective questioning; building rapport; and providing feedback for ongoing success.

The content of the workshop has a firm foundation in the most recent mentoring and coaching research and demonstrates clear links to the Australian Professional Standard for Principals – Professional Practices.

The workshop is highly interactive with significant time for middle leaders to develop their knowledge and skills in a safe environment. The facilitators themselves are experienced coaches so they have the capacity to model the skills and to coach participants in their learning experience.

“The workshop was practical and situated in the real world. Pacing was excellent and allowed plenty of time for reflection and practice. Thank you for not overloading the agenda and for treating us as adult learners.”

content overview


BUILDING THE LEADERSHIP CAPACITY OF MIDDLE LEADERS

Dora has extensive experience in leadership in both Primary and Secondary Schools, across all sectors (catholic, government and independent).

Dora has extensive professional experience. She is a mentor of Foundation principals of Primary, Secondary, P-12 Schools and early career Principals. She is also a Board Member of the Lindisfarne Anglican Grammar School, Chair of both the Steering Committee for new P-12 Catholic College and External School Review Panel, Brisbane Catholic Education. Dora is a Consultant for the Middle Leaders’ Appraisal Process, and External Consultant, Principal Review Process, and was Chair, Capital Programs’ Committee, QCEC, 2016.Dora held principal positions in schools from 1993 to 2015. She has been recognised within and across educational sectors though National and International Awards.

Charlotte has extensive experience in leadership in Early Childhood, Primary and Secondary Schools, across all sectors (catholic, government and independent). She has over twenty years’ experience in principal and system leader positions. Charlotte has extensive professional experience. She has been providing consultancy services throughout Australia for 4 years. She has extensive formal training in mentoring and coaching. As a school and system leader in Australia and in the UK, Charlotte understands that school effectiveness and improvement depends on organisational culture and a focus on building the capacity of others. She believes that the engine for school improvement always lies within the school, its leaders and its classrooms.

Dora Luxton ACEL Mentor

Charlotte Rendle-Short ACEL Mentor

about the facilitators


Visit acel.org.au orContact [email protected]

for more information

COACHING AND MENTORING TO ELEVATE

LEADERSHIP SKILLS AND KNOWLEDGESchool leaders bring an extraordinary amount of knowledge and skill to the workplace, ensuring quality learning and work environments for staff and students. Research states that mentoring and coaching is the most effective way to develop ideas, practices, responses to challenges and leadership and management skills.

ACEL has developed the Elevate program to offer coaching and mentoring with an ACEL Mentor. ACEL Mentors are nationally recognised leaders in education mentoring and coaching. The Mentors provide leaders with expert guidance to enhance leadership and management skills.

Content Overview• Mentee-selected focus, method and

process identifying individual needs and context.

• Clear individual goals are identified with the ACEL Mentor to develop leadership capacity

• Timing of regular sessions are negotiated to fit in with the mentee’s schedule

• Method of engagement is negotiated between the mentor and mentee

• Mentee will also have access to over 600 online resources, to drive professional learning

The Elevate program utilises the most recent coaching and mentoring practices, and clearly links with the Australian Professional Standard for Principals – Professional Practices.

Elevate is developed to suit the participant. It is flexible in timing and delivery, and confidential. Participants will see immediate benefits in their leadership and workplace.

FOR MORE INFORMATION Visit acel.org.au/elevate orContact [email protected]

ACEL MENTORING PROGRAM

“It has been good to speak to a [system] ‘outsider’ and get a different view and context on things. It has been good to talk to him and receive guidance. [It has also been] good to discuss issues out loud.”

“Engaging with my mentor has been a highlight and hugely beneficial.”


ACEL MENTORSFrank Cairns

Frank has extensive experience in leadership in Early Childhood and Primary Schools in the government sector.

Tessa Calder

Tessa has extensive experience in leadership in Primary Schools in the government sector.

Wendy Caramarco

Wendy has extensive experience in leadership in Secondary Schools in the government sector.

Dean Finlay

Dean has extensive experience in leadership in Early Childhood, Primary and Secondary Schools in the government sector.

Dora Luxton

Dora has extensive experience in leadership in both Primary and Secondary Schools, across all sectors (catholic, government and independent).

Charlotte Rendle-Short

Charlotte has extensive experience in leadership in Early Childhood, Primary and Secondary Schools, across all sectors (catholic, government and independent).

Sue Simon

Sue has extensive experience in leadership in Early Childhood, Primary, Secondary and Tertiary contexts, in the independent sector.

Mark Simpson

Mark has extensive experience in leadership in both Primary and Secondary Schools, across the catholic and independent sectors.

Jenny Stanley

Jenny has extensive experience in the education sector as an early childhood educator, TAFE teacher and system administrator.

Educational leaders are deemed to possess the knowledge and skills to lead their schoolsand systems. In a post-truth era which is volatile, uncertain, complex and ambiguous, it is vital that leaders continue to update their capabilities and learn to adapt to the rapidly changing environment. Research clearly indicates that leadership is a process of strategically influencing and managing an organisation with an explicit aim to impact on the performance of staff and the overall performance of an organisation. At the school and system level, this translates to the achievement of better outcomes through providing direction, developing the capacity of others, pioneering change and establishing avibrant organisational culture.

Aasha Murthy, CEO of ACEL has designed and is the convenor of this unique program with content derived from diverse fields woven together to provide holistic professional development for leaders at various stages in their careers. The program is designed with a strong emphasis on innovation, collaboration and creativity with opportunities for reflection, group interaction, experimental learning, and exposure to daily practices. The program will also feature guest lectures from experts in multiple domains.

Program Overview

Content Overview

EXECUTIVE

PROGRAMLEADERSHIP

Day 1 Leadership and Self

Participants will engage with and apply theories in adaptiveness and organisational metaphors; flow, vital engagement and self-concept

Day 2 Leadership and Others Participants will engage with and apply theories in organisational learning and collective wisdom; emotional intelligence, empathy and resonant leadership

Day 3 Leadership and Teams Participants will engage with and apply theories in situational leadership and performance management; building great teams

Day 4 Leadership and Excellence Participants will engage with and apply theories in personal branding and the art of rhetoric; happiness and appreciative inquiry

Day 5 Leadership and Futures Participants will use the RACE framework to strategic planning and strategic innovation covering key concepts like PESTEL Analysis, Porter’s Activity systems and Blue Ocean Strategy

Day 6 Leadership and the World Participants will engage with and apply theories in intercultural learning, leading globally and group presentations.

The content of each session has a firm foundation in the most current leadership research. Each workshop is highly practical with significant time allocated for reflection.

“The insights I could draw with regard to my personal leadership- style and substance, are fascinating. I ‘feel’ like a more effective leader as a result of working through the program.”

For more information W acel.org.au I E [email protected]

For more information Visit acel.org.au orContact [email protected]


Adaptive Leadership in a Post Truth Era

Aasha Murthy

about thefacilitator

A New Zealander now based in Sydney, Aasha has lived and worked in many countries including the USA, Europe, England, and the Middle East. Aasha is currently CEO of the Australian Council for Educational Leaders (ACEL). Her senior corporate roles have included amongst others; CEO of AFS Australia, Managing Director of Starbucks Coffee - Australia and New Zealand, Head of Operations for Weight Watchers Asia Pacific, Director Meal Solutions for the Woolworths Group NZ and Marketing Director for Genetco and National Training Institute, in the lower Persian Gulf. She is also the Adjunct Principal Associate of the Academy for Collaborative Futures. Aasha has a proven track record in delivering growth in revenue and bottom line profitability through expansion into new markets/channels, building strong brand equity, reinvention of product portfolios and the delivery of operational excellence. She has an informed perspective of markets in the Asia-Pacific, Europe and North America across several industry sectors and has a keen understanding of the key drivers of success in the prevailing global context, having stewarded regional operations of large multi-national organisations.

Aasha has been the Executive in Residence for the Business School in Auckland University and visiting faculty at the Waikato Management School, Waikato University. She lectures on Leadership, Strategic Planning, Strategic Innovation, and Reaching Global Markets. She is an active Council Member on the GLG Research Management Platform and a member of the Stanford’s Who’s Who list of key influencers in Australia. Aasha has a passion for developing talented young people by providing them with exciting learning opportunities through formal education as well as experiential learning. She regularly speaks at conferences and seminars across the Asia-Pacific on topics that include leveraging diversity, challenges of female leadership and leading multi-cultural teams.



Aasha Murthy

about thefacilitator

A New Zealander now based in Sydney, Aasha has lived and worked in many countries including the USA, Europe, England, and the Middle East. Aasha is currently CEO of the Australian Council for Educational Leaders (ACEL). Her senior corporate roles have included amongst others; CEO of AFS Australia, Managing Director of Starbucks Coffee - Australia and New Zealand, Head of Operations for Weight Watchers Asia Pacific, Director Meal Solutions for the Woolworths Group NZ and Marketing Director for Genetco and National Training Institute, in the lower Persian Gulf. She is also the Adjunct Principal Associate of the Academy for Collaborative Futures. Aasha has a proven track record in delivering growth in revenue and bottom line profitability through expansion into new markets/channels, building strong brand equity, reinvention of product portfolios and the delivery of operational excellence. She has an informed perspective of markets in the Asia-Pacific, Europe and North America across several industry sectors and has a keen understanding of the key drivers of success in the prevailing global context, having stewarded regional operations of large multi-national organisations.

Aasha has been the Executive in Residence for the Business School in Auckland University and visiting faculty at the Waikato Management School, Waikato University. She lectures on Leadership, Strategic Planning, Strategic Innovation, and Reaching Global Markets. She is an active Council Member on the GLG Research Management Platform and a member of the Stanford’s Who’s Who list of key influencers in Australia. Aasha has a passion for developing talented young people by providing them with exciting learning opportunities through formal education as well as experiential learning. She regularly speaks at conferences and seminars across the Asia-Pacific on topics that include leveraging diversity, challenges of female leadership and leading multi-cultural teams.



Learning Outcomes• Discuss internal and external forces that trigger

large-scale change interventions.• Demonstrate through group exercises

the interpersonal skills necessary to plan, communicate and facilitate the process of change in organisations.

• Discuss structural, cultural and political factors influencing change interventions.

• Demonstrate the leadership skills required for change leadership and management.

Content Overview

Day 1Session 1: Understanding Change Theories, Concepts, Frameworks and Models of Change

Session 2: Environment and Change Organisation’s Internal Culture and External Environment

Day 2Session 3: Resisting Change Individual and Organisational Resistance to Change

Session 4: Change & Leadership Strengths-based change paradigm and models for the leadership of Transformational Change

Program Overview

Managing Change and Transition is a 2-day program which provides senior educational leadership with an in-depth and variegated understanding of the nature of change from an individual, group, and organisational perspective. It focuses on a range of models, tools, techniques, and theories from academe and practice that inform, shape and underwrite both successful change interventions, and the work of leading and managing change. Group engagement with, and collaborative inquiry into, a variety of published literature provides the conceptual lens for examining this very important area of management and leadership endeavour.

The program has been designed and will be facilitated by Aasha Murthy, CEO, ACEL. A key feature of this program is the collaborative inquiry and collective wisdom that senior educational leadership will model as it seeks to sift through the masses of change literature to hone into that which is important, relevant and actionable given their grounded realities.

Several supplementary readings for each topic will be provided for this reason. Participants will be required to read, understand, and critique extant literature on different aspects of organisational change as part of a segment called the Oral Literature Review, in the Managing Change and Transition program.



managing

PROGRAM

change &transition LEADING CHANGE

3-MONTH PROGRAM CONTENT OVERVIEWEducational leaders recognise the importance of preparing their students for the future. Teachers need to be providing students with the skills and knowledge required to be successful in the rapidly changing world. Research identifies the need for schools and students to change the way learning occurs.

The Leading School Transformation program supports participants to learn then implement change processes in their workplace through the 4Cs approach (creativity, critical reflection, collaboration and communication).

ACEL is coordinating a 3-month program with developers and facilitators Dr Michael Anderson and Dr Miranda Jefferson. Participants in the program become active change agents in their schools or systems by learning about and implementing the 4Cs approach.

“This program provided me with the skills and strategies to put innovations in place at my school.”

• Leading Transformation through the 4Cs – Participants will learn about the 4Cs approach and how it applies in schools

• Implementing the 4Cs for School Transformation – Participants will engage with frameworks and tools for implementing the 4Cs

• Planning for Collaborative, Creative, Critically Reflective and Communicative Transformation – Participants will plan for change in their schools using the 4Cs

• Reflection on the Transformation Journey – Participants will reflect on and review the transformation journey in schools

• Developing a Renewed Agenda for Change – Participants will develop and implement strategies for sustainable change using AIFER (Agency, Inquiry, Feedback, Experiential/Embodied and Rich tasks)

• Understanding School Transformation – Participants will view change at a policy, practice and research level

The content of the workshop has a firm foundation in the most recent change management research, and demonstrates clear links to the Australian Professional Standard for Principals – Professional Practices.

The workshop is highly practical with significant time for planning and implementing the skills and knowledge in the workplace.

“This program has given me the tools to transform my workplace in new and exciting ways. The framework and tools are practical and very useful.”


FOR MORE INFORMATION Visit acel.org.au orContact [email protected]

LEADING CHANGE3-MONTH PROGRAM CONTENT OVERVIEWEducational leaders recognise the importance of preparing their students for the future. Teachers need to be providing students with the skills and knowledge required to be successful in the rapidly changing world. Research identifies the need for schools and students to change the way learning occurs.

The Leading School Transformation program supports participants to learn then implement change processes in their workplace through the 4Cs approach (creativity, critical reflection, collaboration and communication).

ACEL is coordinating a 3-month program with developers and facilitators Dr Michael Anderson and Dr Miranda Jefferson. Participants in the program become active change agents in their schools or systems by learning about and implementing the 4Cs approach.

“This program provided me with the skills and strategies to put innovations in place at my school.”

• Leading Transformation through the 4Cs – Participants will learn about the 4Cs approach and how it applies in schools

• Implementing the 4Cs for School Transformation – Participants will engage with frameworks and tools for implementing the 4Cs

• Planning for Collaborative, Creative, Critically Reflective and Communicative Transformation – Participants will plan for change in their schools using the 4Cs

• Reflection on the Transformation Journey – Participants will reflect on and review the transformation journey in schools

• Developing a Renewed Agenda for Change – Participants will develop and implement strategies for sustainable change using AIFER (Agency, Inquiry, Feedback, Experiential/Embodied and Rich tasks)

• Understanding School Transformation – Participants will view change at a policy, practice and research level

The content of the workshop has a firm foundation in the most recent change management research, and demonstrates clear links to the Australian Professional Standard for Principals – Professional Practices.

The workshop is highly practical with significant time for planning and implementing the skills and knowledge in the workplace.

“This program has given me the tools to transform my workplace in new and exciting ways. The framework and tools are practical and very useful.”



ABOUT THE FACILITATORS

Dr Michael Anderson is Professor of Education at the University of Sydney, Australia. He has taught, researched and published in education and transformation for over 20 years including 13 books and 55 book chapters and journal articles.

Michael is co-founder and academic leader of 4C Transformative Learning and presents internationally to schools and other groups on transformation, creativity and learning. His international research and practice focus on how the 4Cs can be integrated using coherent frameworks to make learning meet the needs of 21st Century learners.

Dr Miranda Jefferson is co-founder and innovative practice leader of 4C Transformative Learning and has been involved in leading innovation in schools for over 20 years. She leads programs, initiatives and research in curriculum reform, educational change and school transformation in several schools. Miranda has taught curriculum learning and teacher professional practice in the Education Faculty at the University of Sydney and been on the Arts Curriculum advisory board for ACARA. Miranda is a Teaching Educator with the Catholic Education Office Parramatta Diocese.

Dr Michael Anderson Dr Miranda Jefferson



AUSTRALIAN COUNCIL FOREDUCATIONAL LEADERS

PO Box 876, Strawberry Hills NSW 2012P 1800 680 559 | +61 2 8396 0800F 1800 680 561 | +61 2 9319 5801

E [email protected] acel.org.au

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