01 SES 06 B, Leadership for learning
This paper reports the early findings from an ESRC funded 'knowledge exchange' p[roject, involving head teachers leading teachers from seven inner city primary and one secondary school in processes of professional learning and development.Its purpose was to combine academic knowledge with schools' practical knowledge in designing, implementing and evaluating professional learning and development programmes relevant to needs as identified by the head teachers,who themselves played leadership roles. University staff acted in a variety of roles, according to the content knowledge and learning process needs of the schools,. each of which was identified as being at a dfferent development phase Whilst there is much writing about school/ university partnerships, there is little which delineates the kinds of qualities , roles and competencies required by academics in partnership with head teachers. The paper will provide examples of the processes of working with head teachers in needs identification, challenge and support within and between the schools, together with details of key qualities and roles of academics, focussing especially upon i) negotiation; ii) dialogue; iii) emotional literacy; iv) critical friendship; v) trust; vi) commitment; and vii) use of interactive technology. It will suggest that ,although issues of time and the dominance of instrumental policy voices are said to constrain the attention which school leaders give to broader educational professional development needs and to threaten teachers' professionalism, school/university partnerships which are rooted in shared sense of moral purpose may serve to provide a counter balance which combine the legitimate task driven pupil attainment agendas with the broader educational agendas of teachers.
Cochran-Smith,M. and Lytle, S.(1999) Relationships of Knowledge and Practice: Teacher Learning in Communities. Review of Research in Education 24:249-305. Darling-Hammond,L. and Lieberman, A.(2012) Teacher Education around the World. London:Routledge. Macbeath, J. and Dempster, N.(2008) Leadership for Learning: Making the Connections.London:Routledge. Cordingley, P; Bell,M; Evans,D; and Firth, A (2003). What do teacher impact data tell us about collaborative CPD? London:DFES/EPPI/CUREE. James,C. and Connolly,U (2000) Effective Change in Schools, London: Routledge. Groundwater-Smith, S and Mockler, N. (2009) Teacher Professional Learning in an Age of Compliance, Dordrecht: Springer Swaffield, S. (2007) Light touch, critical friendship.Improving Schools10(3), 205-219.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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