Values-Driven System-Level Change: Building and Sustaining Innovative Teaching and Learning Practices

• In Event: 18.016 - Equity Innovation in Teaching and Learning

Abstract

This paper reports an investigation of values-driven system led policy reform in a Catholic Education Diocese which serves a diverse Australian education community of historically marginalised students, families and communities. The research focussed on the development and implementation of an innovative model of system-wide school reform within all schools in the diocese over a ten-year period. Using a mixed-methods, multi-perspective, multi-site case study approach, the researchers investigated the development and impact of radical leadership, teaching and learning improvement approaches on schools, students, families, teachers and principals, based upon the goals of social justice, equity in education, stemming from Catholic evangelical tradition, and, within this, raising student measurable outcomes.

Authors

• Christopher W. Day, University of Nottingham

• Christine Grice, The University of Sydney